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Complete or partial reproduction, copying, modification
translation, dubbing and/or redistribution
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and public viewing of this documentary for non-profit purposes is permitted
and encouraged.
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This film is the summary of a continuous learning process and
under no circumstances should it be considered conclusive.
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The persons featured in this film have
varying ideas and opinions,
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their participation does not necessarily signify
their agreement with all its contents.
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Co-producers
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To all children and young people who want to grow up in freedom
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I always remember a philosophy lesson
in which the teacher told us this story...
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A group of men were in a cave, prisoners since birth,
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chained in such a manner that they could only
see the back of the cave.
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A bonfire and figures manipulated by other men
projected all kinds of shadows on that wall.
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These shadows were the only connection
the prisoners had with the outside world...
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Those shadows were their world, their reality...
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One of the prisoners was released and allowed
to see the whole of reality outside the cave.
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How long would it take him to get used to the outside
world after a lifetime of confinement?
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His reaction might possibly be
a deep fear of reality...
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Would he understand what a tree,
the sea, the sun were?
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Let us assume this man does see reality as it is
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and that he understands what a great fraud the cave was... i>
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The teacher briefly explained the
interpretations of this myth
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with respect to knowledge... delusion,
... reality, and that perhaps we might be
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inside a huge cave, which is itself
inside another one...
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But there is no doubt that this freed man felt
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a great need to return and share what he had seen
with the others ...
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"The Forbidden Education"
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- Well, this is how - in his eleventh thesis
he reaches the conclusion that
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a philosopher must not only understand reality,
but must also come to transform it.
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The media, thousands of books,
all political speeches,
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international organizations, experts,
philosophers, websites.
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They all agree on the importance of education.
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Investments are made in training,
building improvements, research,
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books, netbooks, electronic whiteboards are bought.
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Courses are taught, wages raised, wages lowered,
foreign models are imitated.
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All this for improving education.
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This doesn't prevent there being as many schools
as there are social realities.
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Marginalized schools, for the poor,
warehouse schools,
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schools for workers, professionals, the middle class
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public and private schools,
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schools for the rich, schools for the elite.
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The majority aim to include and contain
the maximum number of students,
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many others focus on creating
different hierarchies of workers,
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and only a few dedicate themselves to
so-called standards of excellence.
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Beyond their differences, all of them work and aspire
towards a common school ideal.
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To what degree does this ideal school help us
to develop individually and collectively?
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Does this educational paradigm really aim
to help people gain a good standard of living
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and to work towards bettering their communities?
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Is there any other kind of school that achieves this? Is there
an education conceived according to these ideals?
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This has led us to open the door onto a world
which is unknown to many of us.
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This film is part of a possibly endless process,
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a question which probably has no answers,
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a search for the true nature of
learning and education,
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what mistakes we made,
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and foremost, which ideas will help us to keep searching,
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to keep learning.
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- Well, I guess what Alicia wants,
what the director wants, is
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simply to agree, to reach an agreement
about what you are going to say,
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it's a school performance, the school must
know what is going to be said.
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- Of course, of course.
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- Well, Javier, what was decided?
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- Well, I suggested that, as an exercise, the students
write an essay
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telling us what the outcome of all these years
at school is. And that's it.
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- "Very little of what happens in our school is truly important."
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- "They teach us to stay away from each other and to be competitive."
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- "Parents and teachers do not listen to us."
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- "That's why we say 'enough is enough."
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"Education is forbidden."
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-"If you seek different results, don't keep repeating
the same thing over and over."
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Students don't learn to read comprehensively
after 12 years,
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they don't learn mathematical operations,
they don't... well, they learn very little...
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What is it that makes a student fail at school?
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Rest assured that there is convincing proof
that it is not the student who fails,
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but that the system is poorly designed.
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The fact is that current educational reforms widely used
today use the wrong approach.
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They are a quick fix for what we think
must be improved in schools,
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The problem lies in our paradigmatic conception of education,
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it's a problem of basic definition.
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Elementary and high schools in Latin America are
nothing but places of tedium and boredom.
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I often ask people to come and visit a school
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in order to see "the mold that needs to be broken".
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And it's the teacher at the blackboard, giving a lesson
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in the middle of the 21st Century!
It simply doesn't make sense.
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It's a static subject, a subject
with no movement to it,
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a subject that only uses words.
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I am the adult. I am the one who is going to
give you this information.
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This is the way you have to learn it.
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Because that's the way it is.
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You are the children. Now be quiet
and do as you're told.
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Silence!
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Be quiet! You never know anything!
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They are not seeking, so to speak, any development
other than the curricular one.
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They're too focused on the subject-matter itself.
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Those who don't learn how to read, write
and calculate are not educated.
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Because the work focuses only on
some abilities, in certain areas.
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Nowadays knowledge is biased because
our views are biased.
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We say that in today's conventional schools
learning is preventive.
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"Miss, what is this for?" and the teacher responds,
"Ah! Perhaps you might need it one day!"
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But we have realized that this kind of knowledge
doesn't endure nor prevail for very long.
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Nowadays, paradigms are changing very rapidly.
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Knowledge is constantly changing.
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So, what has happened is that the educational
systems have not changed
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as rapidly as the rest of society has.
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This is where the root of the problem lies.
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Teacher Training schools and universities
have always told us that
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an objective is that which can be measured,
quantified and observed.
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So we began searching for a method with
which to measure these objectives.
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And that's what we called 'grades'. Whether they
were an "A", a happy face or a sad face.
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But the logic behind it will always be the same,
to compare.
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To compare the individual, his learning process.
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Against a standardized scale that measures ... what?
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Every individual is unique and no two people are alike.
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It searches for a number which will determine...
it even defines the sort of person you are.
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Thus, for example, I create conflicts at the cognitive level.
"Let's see who does this first ..."
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Consequently some are winners and others losers.
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And every time there is a loser, someone
feels bad. Obviously.
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Children are actively encouraged to
compete with each other.
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The best students obtain recognition, receive rewards.
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Those who don't do well in exams are scolded,
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and in many cases they are ignored.
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Everyone talks about peace, but nobody
seems to teach about it.
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People educate for competition, and competition
is the first step towards war.
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Theoretically, all educational laws talk about
profound human development objectives,
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human values, cooperation, community, solidarity, equality,
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freedom, peace, happiness, using many fine words.
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But the fact is that the system's basic structure
encourages exactly the opposite ...
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competition, individualism, discrimination,
conditioning, emotional violence, materialism.
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Any idea suggested by this line of thought is incoherent
with what the framework sustains.
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Although education theorizes and discusses
moral principles and values,
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it discusses them as subject-matters.
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If I come from a fragmented model, in which
my particular interest is to teach History
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I'm going to check how much this individual
knows about History
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after I have told him about History and have
made him read a History book.
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And then I've finished with him.
I've nothing else to do with him,
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whether or not he suffers, or if he comes from a good family,
whether or not he is wealthy.
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The easiest thing for a traditional teacher is to keep repeating
what he has done for many years.
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Do you want to be mediocre for the rest of your life?
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Or what he has picked up through usage.
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You are no longer a second grade child.
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Thus, teaching simply becomes a process
of symbolic repetition.
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I don't want to hear peep out of you!
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Nowadays, in Argentina, the great majority
of children say:
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How awful! Today's Monday, and I have to
go back to that school again!
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And that's not the worst of it. Most teachers
in Argentina are saying the same thing.
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I believe that teachers nowadays are
the result of a system.
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A teacher isn't born or wants to be a
teacher simply to be good or bad.
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He is what the state allows him to be.
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That's enough! No break for you!
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Oh no! don't you start with "home problem" excuses!
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How can I educate these childrens' emotions
if at Teacher's College
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nobody ever spoke a single word about emotions?
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If you keep talking you'll be separated!
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I don´t want my child to go to school to waste time,
I don't want him to have any problems.
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Nowadays, an 8 year old spends more time at school,
than a College student at College,
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It makes no sense, there isn´t that much
to learn at school.
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"Then school isn't even a space for learning."
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It 's a big Day Care Center, or as I call it,
a big Children's Parking Lot.
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I think they are prisons. I think it´s dreadful. To think
that you have to lock children up,
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that you need to have guards to avoid them escaping.
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Thus they become more enclosed.
We build higher walls.
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The walls can be made of brick, or of trees. But still,
they are walls that isolate, that separate.
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I want the school to be a place
for his personal growth
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and not a place where he is trained to get into
some future Highschool,
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and then for University and later on for a job,
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and then, for what?
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But it's much easier to say: "Now ...
you keep quiet,
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now ... open your exercise books,
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now ... take a red pencil..."
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This is dog training,
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not education.
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- Yes, well, actually the pupils told me that they had thought
of reading this essay during the show.
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It's a draft.
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- Haha, it´s not a draft. That's the way we are going to read it.
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- No, no, no. Martín, there are some aggressive words here.
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- You can't attack us so wantonly in this manner.
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- If you feel attacked, there must be a reason.
- Now, wait!
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- Alicia, all we did was to carry out an assignment
the teacher gave us.
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- That's why I'm saying this is only a draft.
They'll soften the text.
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- We're not softening it, we're going to read it as it is...
- Martin!
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- We are not going to soften it.
- No!
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- Martin, this is total disrespect, as it is.
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- Sorry! I forgot that saying what you think
is a lack of respect.
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"Our problem in understanding forced schooling
stems from an inconvenient fact:
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that the wrong it does, from a human perspective,
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is right from a systems perspective."
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This is barely known, but education that is public,
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free and cumpulsory
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was invented at some point in history.
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Formerly, it didn´t exist.
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In ancient times education was very different
to what we all believe education to be today.
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In ancient Athens, for instance, there were no schools.
Plato's first academies
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were places for thought, conversation
and free experimentation.
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Compulsory education was for slaves.
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On the other hand, education in Sparta
was more like a military drill.
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The state got rid of those who didn't reach
the expected levels.
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There were compulsory classes, severe punishments and
behavior modeling through pain and suffering.
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In the past education was in the hands of the Catholic Church
at least in the Western Christian world.
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And it was only in the 18th century, at a moment in History
we call Enlightened Despotism,
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(you may have heard this at schooI), where the
concept of education was created...
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... public, free and compulsory.
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Schools as we know them today were born in the late 18th
and early 19th Century, in Prussia.
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In order to prevent revolutions like those occurring in France,
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monarchs introduced some "enlightenment"
so as to satisfy the people,
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but maintaining Absolutism.
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The Prussian school was based ona strong
division of classes and casts.
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It's structure, heir to the Spartan model, promoted
discipline, obedience and an authoritarian regime.
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What were these learned despots looking for?
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A docile, obedient people
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that could be trained for the wars that were occurring
at the time between
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emerging nations.
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Catherine the Great of Russia, for instance
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called in French encyclopaedists to put this together.
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Diderot, one of the most famous, was there to prepare this
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package. Yes, a shaper of ... not of citizens, but of
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obedient subjects to those States.
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News about this successful educational
model travelled fast, and
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within a few years American and European educators
visited Prussia to become qualified.
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As time went by this model became international.
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Many countries imported this modern system,
of education, publicizing education for everyone,
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raising the flag for equality, whilst
the essence of the system itself
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came from Despotism, looking to perpetuate
elitist models and division of the classes .
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That was the birth of Public Education.
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Notice that Napoleon
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a little later, and
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a sworn enemy of all these despots, did the same.
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00:18:15,221 --> 00:18:17,053
He said so, mincing not a word:
225
00:18:18,284 --> 00:18:19,347
"I want to create.
226
00:18:20,453 --> 00:18:22,912
an educational body
227
00:18:24,231 --> 00:18:30,252
that will steer the way French people think"
228
00:18:31,420 --> 00:18:39,896
Get it? He certainly did! And this persists today,
whether we are aware of it or not.
229
00:18:40,449 --> 00:18:44,014
Schools were born in a positivist world
governed by an industrial economy,
230
00:18:44,494 --> 00:18:50,411
thus it tries to gain the maximum amount of visible results
with the least possible effort and cost,
231
00:18:50,806 --> 00:18:53,773
using scientific formulas and general laws.
232
00:18:56,572 --> 00:18:59,642
School was the perfect answer
to a need of the workers,
233
00:19:00,112 --> 00:19:03,198
and it was the same industrial entrepreneurs
of the 19th Century
234
00:19:03,331 --> 00:19:08,075
who financed obligatory education with the
help of their foundations.
235
00:19:09,083 --> 00:19:11,999
What do I do with the children of these people
so that they can work?
236
00:19:13,595 --> 00:19:16,942
How do we teach them to read, how do we create
intelligent workers?
237
00:19:19,083 --> 00:19:24,434
Education contiues to be the same today,
a means of creating useful workers
238
00:19:24,924 --> 00:19:30,075
and a useful tool for assuring that culture
will always be repetitive and uniform.
239
00:19:31,696 --> 00:19:34,699
Which means preserving the current
structure of society.
240
00:19:37,234 --> 00:19:40,485
Schools were supplemented with research
in behaviour control,
241
00:19:41,061 --> 00:19:45,032
social utopia proposals,and even
racial superiority theories.
242
00:19:46,263 --> 00:19:49,790
It's not surprising that the first countries to implement
the Prussian system, or something similar,
243
00:19:50,146 --> 00:19:54,752
eventually became, in time, sources of extreme
xenophobia and nationalism.
244
00:19:56,688 --> 00:20:00,734
The assembly line in industrial production
was a perfect example for education.
245
00:20:01,704 --> 00:20:05,034
A child's education became comparable
to manufacturing produce,
246
00:20:05,639 --> 00:20:09,565
therefore it required certain specific steps,
in a specific order,
247
00:20:10,059 --> 00:20:13,247
grouping children by age into school grades.
248
00:20:20,059 --> 00:20:23,668
And in each of these stages they would
work on specific concepts,
249
00:20:24,017 --> 00:20:28,548
the contents of which ensured success,
carefully thought-out by an expert.
250
00:20:31,041 --> 00:20:39,744
In other words, the teacher is the one in charge of teaching
a series of required subject-matters
251
00:20:40,477 --> 00:20:44,010
to a determined age-group, because
someone determined it so.
252
00:20:44,513 --> 00:20:46,444
But education is not designed by biologists,
253
00:20:48,722 --> 00:20:51,519
... funnily enough, it isn't designed by educators either,
254
00:20:52,534 --> 00:20:53,827
rather, by administrative clerks,
255
00:20:55,685 --> 00:20:57,288
people who never teach.
256
00:20:58,946 --> 00:21:03,202
Within this chain, a single person is in charge
of a small part of the process,
257
00:21:03,556 --> 00:21:08,386
which is insufficient so as to know the whole mechanism
or the persons involved in it..
258
00:21:08,926 --> 00:21:12,977
One teacher per year, per subject, every 30 or 40 students
259
00:21:13,716 --> 00:21:17,277
getting to the point in which the whole process
ends up being purely mechanical.
260
00:21:19,723 --> 00:21:22,687
Education, as it is today, is an administrative issue.
261
00:21:23,997 --> 00:21:25,946
Students arrive at school, teachers give their class,
262
00:21:26,313 --> 00:21:29,755
students go home, teachers go home,
and the following day the cycle is repeated.
263
00:21:31,006 --> 00:21:34,194
A state teacher is a clerk.
264
00:21:35,724 --> 00:21:40,761
Whose boss says: "You have to teach this,
this and this, and in this way."
265
00:21:42,175 --> 00:21:46,694
Because it has to be repeated to too many children
by a teacher who is overworked
266
00:21:46,828 --> 00:21:49,988
and with very few hours of private attention to each student.
267
00:21:51,121 --> 00:21:52,800
So he will always talk to a group.
268
00:21:52,907 --> 00:21:55,251
Because obviously, if I have 30 children
269
00:21:55,706 --> 00:21:59,718
I can't expect all 30 of them to want to
do the same thing at the same time.
270
00:22:00,438 --> 00:22:05,322
This assembly line system, which appeared with Taylorism
was applied in industry,
271
00:22:05,380 --> 00:22:09,594
schools and the armed forces of a variety
of Occidental countries and cultures.
272
00:22:11,682 --> 00:22:16,999
Until a few decades ago, schools
were a bit like a barracks or an asylum,
273
00:22:17,137 --> 00:22:23,164
even breaktime ends with an anonymous bell,
not a human sound,
274
00:22:23,970 --> 00:22:30,765
that instructs children to train themselves, little by little,
to stand on a particular floor tile,
275
00:22:30,817 --> 00:22:35,879
behind a certain head, to line up
generally in order of height.
276
00:22:37,107 --> 00:22:40,160
During the past centuries we have built our schools
277
00:22:40,160 --> 00:22:43,080
as if they were prisons or factories
278
00:22:43,180 --> 00:22:46,564
prioritizing obedience to rules and to social controls.
279
00:22:48,804 --> 00:22:53,660
Schools have been conceived as producers of
obedient, consumerist and efficient citizens,
280
00:22:54,139 --> 00:22:58,769
where people gradually become numbers,
scores and statistics.
281
00:22:59,988 --> 00:23:03,777
The demands and pressures of the system
end up dehumanizing everyone
282
00:23:04,222 --> 00:23:08,465
because it goes beyond teachers, principals
or school inspectors.
283
00:23:10,463 --> 00:23:12,235
They are regarded as homogeneous groups,
284
00:23:13,214 --> 00:23:16,925
with homogeneous concepts which must attain
similar results.
285
00:23:17,659 --> 00:23:19,937
We all have to know the same things.
286
00:23:21,665 --> 00:23:24,494
Despite the fact we adults don't all know the same things,
287
00:23:24,572 --> 00:23:26,679
despite the fact we don't all do the same things.
288
00:23:27,328 --> 00:23:31,735
At school everyone has to want to do the same thing,
and to do it just as well.
289
00:23:32,958 --> 00:23:36,946
Thus schools don't have the capacity to
fulfill individual needs,
290
00:23:38,016 --> 00:23:41,794
because schools train, they are training centers,
that is what they do.
291
00:23:42,284 --> 00:23:45,182
He who doesn't learn, stays behind. That's it.
292
00:23:47,151 --> 00:23:52,306
This implies that the education system
is a social exclusion system:
293
00:23:52,607 --> 00:23:56,295
it selects the type of people that will get to University
294
00:23:56,418 --> 00:24:00,065
so that they will then become part of an elite
295
00:24:00,734 --> 00:24:06,050
which dominates companies and production, economic
and communication systems, etc.
296
00:24:06,153 --> 00:24:07,799
And another type of people
297
00:24:08,770 --> 00:24:11,792
for whom school is not appropriate enough
298
00:24:12,303 --> 00:24:17,836
and who are destined to less certain jobs because they
won't have the qualifications to do this.
299
00:24:17,995 --> 00:24:19,816
The system, the states,
300
00:24:21,209 --> 00:24:22,209
are not worried about all this,
301
00:24:23,282 --> 00:24:28,486
they honestly don't care about human beings
as people, as idividuals.
302
00:24:30,326 --> 00:24:35,647
And under these terms, all education searching for something else,
has to be forbbiden.
303
00:24:37,399 --> 00:24:42,491
The truth is that the essence of the Prussian school
is immersed within our school structure.
304
00:24:42,997 --> 00:24:46,854
Standardized tests, division by age,
compulsory classes,
305
00:24:47,183 --> 00:24:51,189
curricula disconnected from reality,
the qualification system,
306
00:24:51,797 --> 00:24:55,422
pressure on the teachers and children,
the reward and punishment system,
307
00:24:55,752 --> 00:25:00,339
strict time-tables, enclosure and separation from
the community, verticalist structure.
308
00:25:01,419 --> 00:25:04,653
All these still form part of 21st Century schools.
309
00:25:05,720 --> 00:25:08,632
Schools are shut away from the external world.
310
00:25:10,115 --> 00:25:13,577
I was explaining the title of my book "From school maps
to the territory of education "
311
00:25:14,144 --> 00:25:19,014
in reference to the fable narrated by
Borges about the cartographer
312
00:25:19,632 --> 00:25:23,443
who begins drawing a map of a certain territory
313
00:25:24,107 --> 00:25:27,527
and becomes determined to do it perfectly.
314
00:25:28,557 --> 00:25:31,944
The map ends up replacing the territory.
315
00:25:32,722 --> 00:25:35,708
So today, schools are boxed in,
enclosed inside the map.
316
00:25:36,112 --> 00:25:39,641
What do they teach? Concepts that are on the map,
not in the territory.
317
00:25:40,279 --> 00:25:45,733
School in not a synonym of education. School could be
an old map of knowledge.
318
00:25:45,942 --> 00:25:49,385
But education is the territory where
all learning takes place.
319
00:25:55,320 --> 00:26:00,356
What makes a good education ? Getting the most children
to achieve quality standards?
320
00:26:01,073 --> 00:26:03,945
Giving them tools and concepts
they are not interested in
321
00:26:04,052 --> 00:26:06,209
so that they can overcome obstacles imposed by others?
322
00:26:07,062 --> 00:26:10,248
Wasn't the goal of education to attain
a good standard of living?
323
00:26:12,298 --> 00:26:15,126
For a moment let's forget everything we
know about education,
324
00:26:15,453 --> 00:26:17,426
the way we understand education,
325
00:26:18,452 --> 00:26:22,899
everything we've been told we have to learn in life
and to teach our children.
326
00:26:24,435 --> 00:26:26,948
To begin to oserve everything,
327
00:26:28,182 --> 00:26:30,624
inspecting it as if we've never seen it before.
328
00:26:31,236 --> 00:26:34,630
In other words every action, attitude, habit.
329
00:26:34,991 --> 00:26:39,083
If we weren't doing everything as we do so, just because
that's how we've always done it,
330
00:26:39,128 --> 00:26:40,190
how would we do them today?
331
00:26:40,669 --> 00:26:43,206
Right? It's like shaking your head and saying: OK,
332
00:26:44,099 --> 00:26:44,894
let's start again.
333
00:26:52,811 --> 00:26:54,136
Let's start again.
334
00:26:57,000 --> 00:27:02,397
- Let's see. You must understand that the speech you
wrote could upset a lot of people.
335
00:27:02,470 --> 00:27:05,795
- OK, but if that's how we feel and we wrote it like that,
why can't we read it like that?
336
00:27:06,058 --> 00:27:09,019
- These are our words, what we think, What's the problem?
- Take responsability for what we wrote!
337
00:27:09,071 --> 00:27:11,395
- No, no, no wait, wait wait. -(Argument)
338
00:27:11,566 --> 00:27:13,825
Wait, wait a minute Martin because I know you.
339
00:27:14,002 --> 00:27:17,630
Everything upsets you in this school, I upset you,
the teachers upset you. I know you well.
340
00:27:17,841 --> 00:27:19,171
- No, you don't know me.
341
00:27:19,171 --> 00:27:22,771
- I do know you.
- No, you don't.
342
00:27:26,273 --> 00:27:31,162
"Don't follow me, follow the child"
343
00:27:32,396 --> 00:27:35,943
We don't want instructors, we want educators.
344
00:27:36,665 --> 00:27:39,335
That's easy. What's difficult is
345
00:27:39,568 --> 00:27:43,366
helping to bring about the normal development of a person.
346
00:27:44,280 --> 00:27:48,766
If I want to achieve that, I have to know
the intrinsic human being.
347
00:27:48,942 --> 00:27:50,815
What potentials does he bring along?
348
00:27:51,282 --> 00:27:54,228
At what ages does he produce what potentials?
349
00:27:57,431 --> 00:28:00,731
But, but, he isn't keeping up with the child,
not observing him.
350
00:28:01,073 --> 00:28:07,152
He doesn't really know the child, not each one in particular.
Instead, he knows a lot of theory.
351
00:28:07,361 --> 00:28:13,427
So, it's like an adult who knows what the child has to do,
but who's a little blinded - concerning reality.
352
00:28:14,209 --> 00:28:16,813
In other words, the core of education is the child.
353
00:28:17,044 --> 00:28:20,634
So, if education is thought of from the requirements of the child
354
00:28:21,011 --> 00:28:24,258
not from our own needs as adults.
355
00:28:29,851 --> 00:28:37,994
Children are born with this ability to create, they are
creative and observant and curious.
356
00:28:38,507 --> 00:28:40,958
And at school two things can happen:
357
00:28:41,446 --> 00:28:47,486
either to accompany this process and stimulate activities
which will develop this ability, or to thwart it.
358
00:28:47,982 --> 00:28:52,231
In fact, we could say that the human being
has a tendency towards learning.
359
00:28:53,012 --> 00:28:56,960
We can even say more, that learning is not a human virtue.
360
00:28:57,738 --> 00:28:59,938
Even more, that he cannot not learn.
361
00:29:00,786 --> 00:29:04,482
See for yourself. He is constantly asking you
"why this? why that?"
362
00:29:04,547 --> 00:29:09,031
It´s not that you have to make him want to ask
questions, they are in his essence.
363
00:29:11,725 --> 00:29:16,176
It's enough that he has sensorial organs
and can discern, right?
364
00:29:16,541 --> 00:29:23,733
That he has a brain and can think, reason,
imagine, create, fantasize.
365
00:29:24,390 --> 00:29:27,231
But school does exactly the opposite, it silences him.
366
00:29:32,792 --> 00:29:37,594
Thus, if you pay attention, as children
gradually grow older,
367
00:29:37,594 --> 00:29:40,147
they begin to loose their curiosity and keenness to learn.
368
00:29:40,247 --> 00:29:41,515
A 12 year old child
369
00:29:42,705 --> 00:29:45,610
will rarely read a book after class,
370
00:29:46,390 --> 00:29:48,356
only a minority does so.
371
00:29:48,868 --> 00:29:55,488
Why? Because he is totally fed up with being told
what he should or shouldn't do,
372
00:29:55,799 --> 00:29:57,940
and because he's lost all interest in learning.
373
00:29:59,288 --> 00:30:04,303
A child's mind has learning qualities which are
qualitatively superior to those of an adult
374
00:30:04,966 --> 00:30:08,800
because it is naturally made to discern
anything it comes across
375
00:30:08,800 --> 00:30:12,416
and this is how the mind creates and builds itself.
376
00:30:15,216 --> 00:30:17,591
In very few years he learns to control his body,
377
00:30:17,934 --> 00:30:22,932
is able to communicate in various languages, understands the rules
of nature and the characteristics of his culture.
378
00:30:23,710 --> 00:30:27,271
All this complex and wonderful process
takes place unconsciously.
379
00:30:27,802 --> 00:30:30,215
He learns it all alone and with minimal effort.
380
00:30:31,981 --> 00:30:36,727
Of all the things we learned at school, even when
we did learn a lot at school,
381
00:30:37,578 --> 00:30:40,602
very few of them are actually necessary in daily life.
382
00:30:41,587 --> 00:30:46,392
It's possible that school is convenient, but I don't think
school is necessary.
383
00:30:47,002 --> 00:30:51,952
I believe it can be very, or even too, convenient for society,
but we can live without it.
384
00:30:52,465 --> 00:30:59,308
Because we can live without knowing about logarithms, but we can't
live without knowing how to relate to other people,
385
00:30:59,408 --> 00:31:03,102
or knowing how to walk, or how to use a tool.
386
00:31:03,838 --> 00:31:06,359
Children learn all these things through play.
387
00:31:09,991 --> 00:31:13,259
Since birth they have the ability
to build and shape themselves,
388
00:31:13,734 --> 00:31:15,613
learning from everything that surrounds them,
389
00:31:16,176 --> 00:31:18,640
through play and exploration of the world.
390
00:31:22,164 --> 00:31:28,172
They absorb culture, they take on
their parents' culture,
391
00:31:28,538 --> 00:31:30,380
you can see this inclusively in language.
392
00:31:31,195 --> 00:31:37,177
A human being's cultural make-up includes numbers and
letters and words, so he learns them.
393
00:31:37,989 --> 00:31:40,880
Just as he learns to walk, because adults walk.
394
00:31:41,185 --> 00:31:44,316
Therefore, when a human being is born,
395
00:31:45,186 --> 00:31:48,699
his biology doesn't force him to be human.
396
00:31:49,835 --> 00:31:53,176
He needs to be born into a human environment.
397
00:31:55,325 --> 00:31:58,733
Everything that surrounds us plays a leading
role in our learning process.
398
00:31:59,514 --> 00:32:02,734
Moments spent together, our family's outlook.
399
00:32:03,640 --> 00:32:05,333
Emotions, preferences, beliefs.
400
00:32:05,880 --> 00:32:09,267
Everything is part of that environment
in which we construct ourselves.
401
00:32:10,504 --> 00:32:11,638
The question, then, is this
402
00:32:12,085 --> 00:32:16,514
What kind of environment do we offer our children
for adults to develop in this way?
403
00:32:16,791 --> 00:32:20,136
Because a child enters a dogmatic environment
404
00:32:20,136 --> 00:32:26,150
"Sit here", "Remain seated in this row for 6 or 7 hours"
How awful!
405
00:32:26,250 --> 00:32:33,961
If we have a family in which the web of affection is extremely
weak, and violence levels are very high,
406
00:32:34,744 --> 00:32:38,194
that child will probably be a very aggresive one,
407
00:32:38,874 --> 00:32:44,298
It won't be violent for sure, I'm not saying that,
but we are saying that
408
00:32:44,466 --> 00:32:47,712
in a violent environment, violence can easily reproduce itself.
409
00:32:48,013 --> 00:32:50,357
The child will give what it gets.
410
00:32:51,646 --> 00:32:57,057
That's why we must attain much more loving, sound
relationships in the classroom.
411
00:32:58,025 --> 00:33:04,294
Studies indicate that nowadays at the age of 5,
98% of children could be regarded as geniuses.
412
00:33:05,155 --> 00:33:10,308
They are curious, creative, and are able to think in
a variety of ways, to solve problems,
413
00:33:10,843 --> 00:33:12,376
that's to say, they have an open mind.
414
00:33:13,839 --> 00:33:18,186
The problem is that fifteen years on only 10% of
those children maintain those abilities.
415
00:33:21,167 --> 00:33:24,441
I mean, what I'm saying is that
beyond the mind itself,
416
00:33:24,607 --> 00:33:26,692
from the conscious world, we are all geniuses.
417
00:33:27,278 --> 00:33:31,640
And actually, what the teacher has to learn
is that his students,
418
00:33:32,159 --> 00:33:36,159
should be able to open up their minds allowing all that
knowledge, creativity and geniality
419
00:33:36,159 --> 00:33:38,870
we all have inside to appear.
420
00:33:38,970 --> 00:33:44,024
If we look at humankind's great men
and women,
421
00:33:45,320 --> 00:33:51,517
they have all been big dreamers, ergo
have had a huge imagination.
422
00:33:53,150 --> 00:33:57,530
As human beings we are the result of thousands of years
of natural adaptation and evolution.
423
00:33:58,237 --> 00:34:03,486
We carry all those characteristics which have allowed us
to survive, convert ourselves and grow.
424
00:34:04,115 --> 00:34:08,933
From the desire to eat when we are hungry, to the child's
internal curiosity to explore the world.
425
00:34:10,449 --> 00:34:13,728
This potential is waiting for us to allow it to
manifest itself.
426
00:34:14,541 --> 00:34:16,834
We see this in childrens' spontaneous play,
427
00:34:17,236 --> 00:34:21,783
in today's adolescents through their rebelliousness and
their need of changing reallity.
428
00:34:22,907 --> 00:34:26,446
Why do we insist on killing their spontaneity
and punishing their rebelliousness,
429
00:34:26,611 --> 00:34:32,510
when these are simply characteristics that show us that they
are trying to develop their natural, human inner needs?
430
00:34:33,228 --> 00:34:36,498
The child has an inner teacher, specially in the early stages,
431
00:34:37,195 --> 00:34:41,851
that drives him to learn, to discover, to move,
432
00:34:41,988 --> 00:34:45,505
that encourages him to participate, to work, to repeat behaviours,
433
00:34:45,599 --> 00:34:49,878
that moves him to decide when he wants to stop repeating
something because he has conquered it.
434
00:34:50,284 --> 00:34:57,062
Observing how children perform, we discovered that
they use all the criteria of a notorious researcher,
435
00:34:57,233 --> 00:35:02,625
exactly the same ones. Naturally, with different
levels of complexity, right?
436
00:35:02,822 --> 00:35:05,770
But no child exists that isn't a systematic observer,
437
00:35:06,755 --> 00:35:11,495
there is no observant little girl that doesn't
end up experimenting.
438
00:35:12,602 --> 00:35:15,132
What can we do to make them more creative?
They already are!
439
00:35:15,345 --> 00:35:19,635
All we have to do is offer them the possibility to
articulate their creativeness
440
00:35:20,917 --> 00:35:21,857
in different ways.
441
00:35:23,738 --> 00:35:27,621
If they keep doing this, tomorrow they can become scientists,
442
00:35:28,360 --> 00:35:29,833
they will be artists.
443
00:35:30,854 --> 00:35:31,854
Let them be.
444
00:35:35,654 --> 00:35:38,734
- Stop it! Come on Martin, there's no need,
what will you gain with this?
445
00:35:38,834 --> 00:35:44,149
- They're questioning the marking system, for example.
They say that we only care about final marks.
446
00:35:44,249 --> 00:35:46,827
That we don't care if they study or not,
if they learn or not.
447
00:35:46,827 --> 00:35:48,207
- Come on, Martin.
448
00:35:48,207 --> 00:35:51,230
- Ok, so what do I gain with this? It just feels good!
- Why are you so stubborn?
449
00:35:51,230 --> 00:35:55,643
- And, whatsmore, we are making them compete
amongst themselves, in a way.
450
00:35:55,643 --> 00:35:58,844
- Do you think so too?
451
00:35:58,844 --> 00:36:02,847
- Look, I don't think that their proposal is so mistaken,
all that far off.
452
00:36:02,847 --> 00:36:06,424
Clearly something about the school structure
is harming them.
453
00:36:06,424 --> 00:36:10,532
- Look, Javier, I think that what harms children today
is society itself.
454
00:36:10,532 --> 00:36:15,030
And with today's society, the best thing that could happen
to them is to go to school. Don't you think?
455
00:36:15,030 --> 00:36:18,030
- Ok, but this is pretty strong.
- Yes, I know, but...
456
00:36:18,030 --> 00:36:20,033
- Sorry! - Yes.
457
00:36:21,408 --> 00:36:24,775
- This is everything I learned in five years at school.
458
00:36:25,534 --> 00:36:27,753
D'you know what's going to happen to all this?
459
00:36:27,753 --> 00:36:29,306
I'll forget it all.
460
00:36:30,523 --> 00:36:31,823
In fact,
461
00:36:32,400 --> 00:36:34,000
I've already forgotten it.
462
00:36:38,992 --> 00:36:48,783
"Studying doesn't consist of devouring ideas,
but of creating and recreating them."
463
00:36:49,145 --> 00:36:56,279
So this is how education comes about, plugging more information
because we believe that information is necessary.
464
00:36:56,279 --> 00:36:58,538
The question I ask myself is:
465
00:36:58,538 --> 00:37:03,638
How much do we remember from what they taught us
in primary school, for example?
466
00:37:02,538 --> 00:37:05,416
How much do we remember from middle school?
467
00:37:05,991 --> 00:37:09,524
But with this manner of presenting it,
nobody feels motivated.
468
00:37:10,532 --> 00:37:16,749
And the student thinks that all he has to do is
repeat, repeat, repeat ... until it sticks.
469
00:37:17,663 --> 00:37:18,887
So repeat, please:
470
00:37:19,370 --> 00:37:25,122
"Actinium ac 3 metal,
471
00:37:25,345 --> 00:37:29,953
"Actinium ac 3 metal"
472
00:37:30,053 --> 00:37:30,618
So.
473
00:37:32,568 --> 00:37:35,120
When I repeat, when I repeat
474
00:37:35,835 --> 00:37:38,037
something they tell me I have to repeat,
475
00:37:38,411 --> 00:37:41,225
I simply become a repeater.
476
00:37:41,578 --> 00:37:43,749
"deoxyribonucleic acid,
477
00:37:44,175 --> 00:37:47,882
deoxyribonucleic acid,
478
00:37:48,369 --> 00:37:51,572
deoxyribonucleic acid"
479
00:37:52,131 --> 00:37:58,228
Whether I understand or not isn't important, because what matters
is that I say it in the same manner.
480
00:37:59,407 --> 00:38:01,283
"deoxyribonucleic acid,
481
00:38:01,733 --> 00:38:03,825
deoxyribonucleic acid",
482
00:38:04,344 --> 00:38:09,868
If I demand more from a child than what he can give,
I start to generate stress in him.
483
00:38:11,775 --> 00:38:13,876
"deoxyribonucleic acid,
484
00:38:14,012 --> 00:38:16,086
deoxyribonucleic acid,
485
00:38:16,242 --> 00:38:18,028
"deoxyribonucleic acid"
486
00:38:22,002 --> 00:38:25,384
Learning becomes a tiresome process,
487
00:38:25,921 --> 00:38:27,297
a difficult process,
488
00:38:28,439 --> 00:38:29,798
and I stop learning.
489
00:38:30,161 --> 00:38:33,347
Everything that you could learn at school
from day to day,
490
00:38:34,575 --> 00:38:41,479
fades into the background if it's not your own decision,
if it's not your own choice.
491
00:38:42,554 --> 00:38:48,706
It's only cold facts, simply words that will
disappear over time.
492
00:38:50,801 --> 00:38:55,571
Information or knowledge can be stored in our brain,
a book or a computer.
493
00:38:57,049 --> 00:39:00,436
But understanding is a tool that grows constantly,
494
00:39:00,932 --> 00:39:03,859
with unique characteristics that vary
depending on the individual.
495
00:39:04,870 --> 00:39:07,934
It involves creating and establishing
relationships between criteria,
496
00:39:08,768 --> 00:39:12,541
so as to solve problems and to construct new knowledge.
497
00:39:13,912 --> 00:39:19,253
The children were not robots who simply copied or repeated
things just because; there really was more
498
00:39:19,958 --> 00:39:23,785
awareness on their behalf, of what they were doing.
499
00:39:24,758 --> 00:39:31,857
That concept will get to him, he will absorb it somehow,
through his own experience.
500
00:39:32,728 --> 00:39:36,562
If the learning process is not enjoyable,
then there is no true learning.
501
00:39:36,662 --> 00:39:40,560
And above all, the genius that every child bears inside
cannot reveal itself,
502
00:39:40,704 --> 00:39:43,713
and cannot enrich the rest of the class,
nor the teacher himself.
503
00:39:45,719 --> 00:39:51,759
Real learning can only be born out of interest, will, curiosity,
504
00:39:52,380 --> 00:39:54,680
and it's origin lies beyond the boundaries of reason.
505
00:39:55,870 --> 00:39:58,564
It's so much more than analysing or relating concepts.
506
00:39:59,260 --> 00:40:04,902
Learning implies a deep process, where relationships
between a person and the environment are created.
507
00:40:06,865 --> 00:40:09,411
Because there is a neuroscience principle which says:
508
00:40:09,863 --> 00:40:12,370
"What the human brain likes best is to know,
509
00:40:13,296 --> 00:40:17,591
but to know with enjoyment and pleasure,
which is a semblance of play."
510
00:40:18,199 --> 00:40:22,326
We began at the emotional brain,
to then reach the logical brain,
511
00:40:23,594 --> 00:40:26,416
and that logic is valid, good, more complete.
512
00:40:27,559 --> 00:40:32,323
It's wonderful to observe ...
the moment of discovery,
513
00:40:32,896 --> 00:40:36,011
which is the precise instant of learning.
That child will never forget that moment
514
00:40:37,135 --> 00:40:40,745
in which he came to understand : why.
515
00:40:42,566 --> 00:40:46,592
Formerly, knowledge could only be found in
libraries or universities,
516
00:40:47,486 --> 00:40:49,385
access to them was vital for learning.
517
00:40:50,771 --> 00:40:56,496
Today, free access to information, virtual libraries,
collective structuring of knowledge,
518
00:40:57,216 --> 00:40:59,871
not only allows for the possibility for everyone to
519
00:41:00,551 --> 00:41:04,161
obtain that knowledge openly and plurally,
but it is also updated constantly.
520
00:41:05,726 --> 00:41:09,346
What we could learn at school today might
521
00:41:10,543 --> 00:41:15,672
- perhaps in four years' time when the
child leaves school -
522
00:41:16,051 --> 00:41:18,125
be totally out of date.
523
00:41:18,771 --> 00:41:22,471
Education, through scholarization, fell within
the confines of the school
524
00:41:22,874 --> 00:41:26,771
and we lost touch with nature.
525
00:41:27,212 --> 00:41:29,325
Nowadays, we read the criteria published in books,
526
00:41:30,938 --> 00:41:34,169
and the problem is that since many of them are true,
527
00:41:36,172 --> 00:41:38,012
why would I argue with them?
528
00:41:38,343 --> 00:41:42,809
But by doing so, we distort the educational process,
which is of discovery,
529
00:41:42,809 --> 00:41:45,263
not merely the learning of truths.
530
00:41:45,363 --> 00:41:49,961
Things are not going to be presented as certainties,
they're going to be introduced,
531
00:41:50,911 --> 00:41:58,179
and at the same time will be there for questioning,
for discussing them together, right?
532
00:41:59,756 --> 00:42:03,500
HOMEMADE BALL
533
00:42:16,827 --> 00:42:22,303
NEIGHBOUR'S HOUSE
534
00:42:36,574 --> 00:42:38,174
BOUGHT BALL
535
00:42:40,203 --> 00:42:42,660
LOST BALL
536
00:42:48,047 --> 00:42:53,710
"What we have to learn, we learn by doing."
537
00:42:55,010 --> 00:43:00,490
At all levels, human beings always learn what they do.
538
00:43:01,630 --> 00:43:04,459
They have to make an effort to learn what they do not do.
539
00:43:05,727 --> 00:43:09,124
First comes action, and then cognition.
540
00:43:09,947 --> 00:43:13,654
And yet sometimes we consider movement as something
negative, whereas
541
00:43:13,974 --> 00:43:16,973
it turns out that mobility is very much linked to cognition.
542
00:43:17,523 --> 00:43:20,874
Play is a challenge into the unknown.
543
00:43:21,441 --> 00:43:25,985
A challenge as to what may happen, because when a child plays
or faces this,
544
00:43:26,210 --> 00:43:29,231
he sets out on the principle that he is
setting something in motion,
545
00:43:29,760 --> 00:43:31,984
In education we are always setting something in motion.
546
00:43:32,958 --> 00:43:35,020
I mean, we go to school to learn,
547
00:43:35,664 --> 00:43:39,900
obviously we don't go there just to play,
548
00:43:40,428 --> 00:43:42,577
but playing ... playing you learn a lot.
549
00:43:58,245 --> 00:44:00,915
We study by venturing out into nature,
550
00:44:01,148 --> 00:44:06,951
searching, exploring, finding, experimenting.
551
00:44:07,503 --> 00:44:12,702
When working in connection with nature
a child can do anything.
552
00:44:14,541 --> 00:44:19,199
Going to that school is a pleasure, because every day
we have so many things
553
00:44:19,299 --> 00:44:25,164
to experiment, to investigate
to be thankful we are alive.
554
00:44:25,677 --> 00:44:31,596
The educator's job then will at all times consist of,
revealing mysteries, evincing situations
555
00:44:32,829 --> 00:44:38,456
in nature that, although already described by science,
are not explained for the pupil.
556
00:44:38,877 --> 00:44:43,882
In such a way, that the pupil will be amazed by them
and will try to find explanations to them.
557
00:44:44,771 --> 00:44:49,605
For decades there has been a movement
called "active school",
558
00:44:49,705 --> 00:44:53,847
where the child performs and produces,
away from his desk.
559
00:44:54,554 --> 00:44:59,178
But this is nothing new, it was written by Piaget
in the 50's, it simply
560
00:45:00,050 --> 00:45:03,451
isn't put into practice because of sheer laziness.
561
00:45:05,528 --> 00:45:09,076
In the beginning of the 20th Century, various
new pedagogical methods appeared,
562
00:45:09,851 --> 00:45:14,900
exponents from various areas of the developed world
produced experiences centered in action,
563
00:45:15,485 --> 00:45:18,474
freedom, and the construction of autonomous
learning processes,
564
00:45:19,577 --> 00:45:22,010
rethinking the whole structure of traditional schooling .
565
00:45:23,472 --> 00:45:27,537
But by mid-century, all these transforming ideas
began to fall into oblivion
566
00:45:27,537 --> 00:45:29,787
because of fear of totalitarian states.
567
00:45:29,887 --> 00:45:34,081
Well, the method is focused on the child being
the learner, totally.
568
00:45:35,217 --> 00:45:39,781
Naturally there have to be physical objects,
569
00:45:39,781 --> 00:45:43,136
tangible objects for the child to manipulate,
to experiment with.
570
00:45:43,236 --> 00:45:48,685
Everything in the elementary school is operative, everything,
everything is tangible material.
571
00:45:48,886 --> 00:45:55,447
As he goes along, the child himself realizes if he makes a mistake,
because the material itself is self-correcting.
572
00:45:55,447 --> 00:45:59,625
Normally the adult should not be the one
to correct the child.
573
00:46:00,055 --> 00:46:04,582
It's the child himself who has to
correct himself.
574
00:46:04,582 --> 00:46:08,682
Nowadays we also see a lot of correction
by the other children.
575
00:46:07,582 --> 00:46:11,546
I believe that from an educational point of view
errors and mistakes are welcome.
576
00:46:11,733 --> 00:46:15,314
In fact, science has had more errors and
mistakes than correct answers.
577
00:46:16,201 --> 00:46:20,446
It does move forward, we know that it advances
when we meet success,
578
00:46:21,286 --> 00:46:25,211
but it's the mistakes that allow scientists
to move forward.
579
00:46:26,036 --> 00:46:31,988
Seeing children say: "It doesn't matter if I make
mistakes because I'm learning,
580
00:46:33,239 --> 00:46:38,254
because noone has to win here,
we are all here to improve."
581
00:46:39,010 --> 00:46:44,549
The inventor of the light bulb experienced more than
one thousand failures before getting it to work.
582
00:46:45,714 --> 00:46:49,663
When a journalist asked him what failing
a thousand times felt like, he replied:
583
00:46:51,017 --> 00:46:55,275
"I didn't fail a thousand times, the electric bulb
is a thousand-step-invention".
584
00:46:57,220 --> 00:47:02,731
Just as with scientific discoveries, informal education
is the result of a deeply chaotic process,
585
00:47:03,477 --> 00:47:09,349
in which man seeks a causal, logical order,
alternating between chaos and order.
586
00:47:10,599 --> 00:47:16,447
But this learning method is born from a question within the chaos,
not from an answer in the orderliness.
587
00:47:18,031 --> 00:47:22,123
When we are born, society
588
00:47:23,014 --> 00:47:26,744
makes us more ignorant because it provides us
with all the answers.
589
00:47:27,468 --> 00:47:33,831
It gives us prefabricated answers, prefabricated in
philosophy, in politics and even in religions.
590
00:47:36,071 --> 00:47:39,450
Therefore they destroy questioning and the ability to learn.
591
00:47:40,788 --> 00:47:45,663
I believe that very briefly we could say that
schools are answer-oriented.
592
00:47:46,910 --> 00:47:51,617
Instead, educational processes that take place outside
the school environment, and also within it,
593
00:47:52,158 --> 00:47:54,375
are oriented towards questioning, inquiring,
594
00:47:54,624 --> 00:47:58,886
where the answer does appear, but is not
central to the process.
595
00:47:59,652 --> 00:48:05,659
What must an educator do, then? He must aid in the
unveiling, not impose an answer.
596
00:48:06,569 --> 00:48:10,610
The importance of questioning has existed since
the birth of philosophy in Ancient Greece,
597
00:48:11,443 --> 00:48:14,642
where learning emerged from rethinking
and cross-examination.
598
00:48:15,775 --> 00:48:18,870
But if such is the nature of learning,
599
00:48:18,870 --> 00:48:24,170
why do we insist on structuring, limiting,
conditioning, classifying it?
600
00:48:24,270 --> 00:48:26,022
CURRICULUM PLANNING
601
00:48:26,022 --> 00:48:30,225
This is how all living creatures learn, through interaction
with others and with the environment,
602
00:48:30,225 --> 00:48:33,858
not through a previous curriculum designed by someone.
603
00:48:33,958 --> 00:48:41,861
School time, then, is a misleading time, in that
it forces us to believe in a fixed plan,
604
00:48:43,251 --> 00:48:47,833
the idea that the pupil will make progress according to
the way the program has been planned.
605
00:48:48,987 --> 00:48:51,566
In this manner, schooling is linear,
606
00:48:52,636 --> 00:48:54,388
step one, step two, step three,
607
00:48:54,849 --> 00:48:57,308
and the tenth step is going to be after the ninth.
608
00:48:58,147 --> 00:49:02,175
But a learning process is different,
a person might make
609
00:49:02,275 --> 00:49:07,305
progressive, linear advances, one, two, three
and then jump to the tenth.
610
00:49:08,602 --> 00:49:13,762
The curriculum is a neat guide for constructing knowledge
based on previous experience.
611
00:49:14,823 --> 00:49:18,379
But if learning is characterized by such
diverse and individual proceedings,
612
00:49:19,628 --> 00:49:23,006
why force it to reach for goals?
613
00:49:25,136 --> 00:49:33,104
Usually educational goals in the world today are
set from beyond the student, the child:
614
00:49:34,018 --> 00:49:42,377
"He/she is expected to be a good citizen" "He/she is expected to be
able to participate in this competitive society", etc.,
615
00:49:42,970 --> 00:49:50,836
Therefore, the child begins to understand that human beings'
actions are not born from an inner force,
616
00:49:51,253 --> 00:49:56,348
or from a connection with nature, from perception,
from a sensitivity for life,
617
00:49:56,606 --> 00:50:02,921
but, that they are motivated by something from the outside.
I study to pass an exam,
618
00:50:03,253 --> 00:50:07,992
I don't read to learn, I don't care for animals because I like them,
619
00:50:08,030 --> 00:50:10,713
No, no, it's just that right now animals aren't the subject,
something else is.
620
00:50:11,405 --> 00:50:20,068
If I don't stir their interest, if I don't develop their creative areas,
I'm generating robots with goals
621
00:50:20,176 --> 00:50:27,523
and therefore some 60 or 70 per cent of the children
with a wonderful potential will remain behind.
622
00:50:27,975 --> 00:50:29,869
- Repeat again:
623
00:50:30,693 --> 00:50:34,438
"Actinium ac 3 metal""
624
00:50:35,199 --> 00:50:35,362
Again
625
00:50:35,217 --> 00:50:35,393
"Actinium ac 3 metal",
626
00:50:35,776 --> 00:50:39,045
Actinium ac 3 metal,
627
00:50:39,473 --> 00:50:42,996
Actinium ac 3 metal,
628
00:50:43,524 --> 00:50:47,201
Actinium ac 3 metal"
629
00:50:47,739 --> 00:50:53,307
I do this because this is how I'll get a prize,
I'll have a car like this and like that.
630
00:50:53,529 --> 00:50:57,890
And if this means I have to speculate
or that I have to step over anyone,
631
00:50:58,026 --> 00:51:02,630
that I have to lie and trample over whoever
is beside me, I don't care.
632
00:51:03,870 --> 00:51:10,547
What kind of educational relationship does this lead to? One
that lays emphasis on obtaining results.
633
00:51:11,030 --> 00:51:16,148
As we grow up, school and society drive us to take on
external motivations to achieve our goals,
634
00:51:17,241 --> 00:51:21,849
and we can barely comprehend that someone would do
anything without expecting something in return,
635
00:51:21,849 --> 00:51:25,047
rather than their own pleasure.
636
00:51:25,147 --> 00:51:28,269
But a small child doesn't aim for anything,
637
00:51:29,175 --> 00:51:33,620
he simply enjoys growing up, he walks just for
the pleasure of walking and exploring,
638
00:51:33,860 --> 00:51:37,672
and this brings about his development,
639
00:51:38,497 --> 00:51:42,573
his motivation is not in the final objective
nor in the result, it's in the process.
640
00:51:43,178 --> 00:51:47,725
It means that we don't have any specific goals
regarding the childrens' lives,
641
00:51:48,337 --> 00:51:53,686
that they should learn specific things, that they should
behave a certain way, those are not our goals.
642
00:51:54,724 --> 00:52:00,959
The curricula we manage here is a program
that focuses on a process,
643
00:52:01,332 --> 00:52:05,811
and it's the child who handles that process,
so that he has it, he knows it.
644
00:52:06,059 --> 00:52:09,403
Therefore the teacher is not the star of the show,
645
00:52:10,147 --> 00:52:13,876
and the content is not the protagonist,
the protagonist is the child who,
646
00:52:14,324 --> 00:52:17,637
accompanied by an adult who acts as intermediary,
647
00:52:17,637 --> 00:52:22,596
comes into contact with knowledge, and the knowledge
itself entices and operates on it's own.
648
00:52:22,596 --> 00:52:28,012
And this, as I was saying, is how the child's
own timing is respected,
649
00:52:28,012 --> 00:52:34,661
I mean, there´s no fundamental pressure obliging the child
to reach a certain goal in a certain period of time.
650
00:52:34,661 --> 00:52:40,701
If one of my goals is that they have to learn to write
their name during this term
651
00:52:41,129 --> 00:52:44,556
I am going to be worried, and instead of seeing
the child, I will only see the goal,
652
00:52:45,788 --> 00:52:47,650
and I will try to adjust the child to the goal.
653
00:52:48,396 --> 00:52:52,283
If what I want is for the child to learn and to live,
654
00:52:53,517 --> 00:52:56,233
let's say, spontaneously, he is going
to pick it all up anyway
655
00:52:56,222 --> 00:53:00,539
and I won't be worrying about it, and we will
be able to flow and enjoy the process.
656
00:53:01,321 --> 00:53:06,000
In the end, not only did the children enjoy it all
- I mean, in 20 years' time
657
00:53:06,000 --> 00:53:10,277
they will have fond memories of their schooldays,
which is a lot -
658
00:53:10,677 --> 00:53:14,733
but they will also perform better,
659
00:53:15,312 --> 00:53:18,243
and with better long term results.
660
00:53:25,585 --> 00:53:27,964
- Micaela, tell me, why are you so insistent about that speech?
661
00:53:28,474 --> 00:53:31,033
- Because I wanted to express myself, write about what
I think, what I feel.
662
00:53:31,278 --> 00:53:36,805
- My dear, everyone likes doing what they feel like, and
we often have to do things that we don't like.
663
00:53:37,102 --> 00:53:39,210
- No, I'm sorry, but I don't agree.
664
00:53:39,310 --> 00:53:43,131
- Ok, I understand you but...
- Listen Micaela, don't you want to graduate,
665
00:53:43,131 --> 00:53:45,514
get a degree, a profession, be somebody?
666
00:53:45,514 --> 00:53:46,164
- But...
667
00:53:47,056 --> 00:53:48,870
I already am somebody.
668
00:53:54,500 --> 00:53:58,598
"In fact, there's only the act of loving, (...)
It means to give life, to increase its vitality.
669
00:53:58,598 --> 00:54:03,677
It's a process that develops and intensifies
itself simultaneously."
670
00:54:03,667 --> 00:54:07,425
So there are two basic pedagogical paths.
671
00:54:08,200 --> 00:54:12,422
One is "I have to adapt the child to culture",
672
00:54:12,822 --> 00:54:15,756
and the other one that says "I have to adapt
culture to the child".
673
00:54:17,271 --> 00:54:22,137
In other words pedagogical right and left,
it's that simple.
674
00:54:24,134 --> 00:54:26,772
Somewhere in the middle must lie the truth.
675
00:54:27,770 --> 00:54:32,824
Schooling built its foundations on a fundamental
idea that trascends all its framework:
676
00:54:33,344 --> 00:54:35,437
the notion that children are empty,
677
00:54:36,413 --> 00:54:40,233
and consequently, their individuality can be
broken down and rebuilt,
678
00:54:40,736 --> 00:54:42,995
intervened according to external needs.
679
00:54:44,643 --> 00:54:47,281
The child has been regarded as a research object,
680
00:54:47,526 --> 00:54:51,462
a rat, inside the biggest socialization
laboratory in history,
681
00:54:51,895 --> 00:54:54,759
whose main goal was to shape the human being.
682
00:54:57,637 --> 00:55:03,048
This is so very human, isn't it, believing that the forest
will be damaged if we don't take care of it?
683
00:55:03,071 --> 00:55:06,749
Leaving it alone is enough, always.
684
00:55:07,029 --> 00:55:10,141
All the forest we still have left is because humankind
has not interfered.
685
00:55:11,506 --> 00:55:16,652
But humankind thinks that by intervening,
it will make more, it will do it better.
686
00:55:18,240 --> 00:55:23,376
A seed contains all the information that
a being needs to develop.
687
00:55:23,983 --> 00:55:27,836
The environment that surrounds it has everything
that the tree needs to grow,
688
00:55:28,162 --> 00:55:31,467
but this development depends on
the seed´s internal structure.
689
00:55:32,927 --> 00:55:37,535
Every reaction to an external condition
is planned inside every single being,
690
00:55:38,389 --> 00:55:40,492
whether it be a tree or a human being.
691
00:55:43,335 --> 00:55:46,694
The formation of vital organs, bone structure,
tissues,
692
00:55:46,880 --> 00:55:49,096
our basic characteristics
693
00:55:49,200 --> 00:55:52,000
are the result of an internal, independent process
694
00:55:52,605 --> 00:55:55,003
which doesn't require human intervention,
695
00:55:57,065 --> 00:56:02,203
in which the mother merely provides basic resources
but doesn't conduct.
696
00:56:04,915 --> 00:56:10,039
Every cell has an inner structure which allows it
to know, unconsciously,
697
00:56:10,380 --> 00:56:16,126
what it's needs are at all times, what the surrounding
environment should be like,
698
00:56:17,295 --> 00:56:23,404
so as to satisfy it's inner needs,
genetically set forth,
699
00:56:24,595 --> 00:56:28,654
so that that cell should become what it potentially is.
700
00:56:29,079 --> 00:56:32,371
In other words, the objective in life is to live and fulfill oneself,
701
00:56:32,867 --> 00:56:36,598
and in order to do this, an organism needs to be
in an environment that respects
702
00:56:37,016 --> 00:56:39,470
and satisfies it's inner needs.
703
00:56:39,909 --> 00:56:42,431
There was a gardener who loved plants so much,
704
00:56:42,852 --> 00:56:48,074
and took such special care of them, that as soon as they,
began to sprout, he would start stretching their stems.
705
00:56:49,128 --> 00:56:53,167
So what happened? They were all either deformed or they died.
706
00:56:53,920 --> 00:56:58,662
In other words, growing is innate, nothing needs stretching.
707
00:56:58,797 --> 00:57:05,071
You don't have to make it do anything, you just need
to make sure it is supplied with what it needs.
708
00:57:05,597 --> 00:57:09,038
In order to survive this cell has certain basic needs:
709
00:57:09,532 --> 00:57:13,314
food, safety, and perhaps the most important element of all,
710
00:57:13,592 --> 00:57:15,662
that has made all biological evolution possible,
711
00:57:16,361 --> 00:57:17,361
love.
712
00:57:18,372 --> 00:57:23,500
Once the cell has obtained all these resources
it can begin to develop and fullfill itself.
713
00:57:24,415 --> 00:57:27,437
Love is necessary at all times during the development of life.
714
00:57:28,345 --> 00:57:31,575
During gestation it provides company and
protection in the uterus
715
00:57:32,088 --> 00:57:36,720
then comes physical contact, emotional support,
expressions, gestures, sounds,
716
00:57:36,919 --> 00:57:41,428
even understanding, acceptance,
respect and trust in others.
717
00:57:42,662 --> 00:57:45,562
If love is vital for development and learning,
718
00:57:46,400 --> 00:57:52,546
why do we normally try to educate with threats,
punishment, tension, forgetting all about love?
719
00:57:53,535 --> 00:57:55,049
And what do we adults do?
720
00:57:55,409 --> 00:57:57,978
We have to make them do what we want,
721
00:57:58,373 --> 00:58:01,543
and that's where punishments and rewards begin:
722
00:58:01,790 --> 00:58:06,040
"No. I will evaluate you and test you, and you will
have to pass the exam, for if you don't
723
00:58:06,415 --> 00:58:12,255
those bad results will be sent to your home,
and your parents will scold you and ...
724
00:58:12,355 --> 00:58:14,667
blah, blah, blah, there will be consequences."
725
00:58:14,857 --> 00:58:16,707
We lack the ability to love,
726
00:58:17,451 --> 00:58:20,614
so our love is usually cramped.
727
00:58:20,750 --> 00:58:25,992
"I love you if you agree with me, if not I don't love you"
This is normally the way we love.
728
00:58:27,096 --> 00:58:29,560
When a person feels unloved or feels conflicted
729
00:58:30,084 --> 00:58:34,539
he re-invents himself. He talks about
himself unrealistically.
730
00:58:35,945 --> 00:58:41,272
The stronger the pain, the further
from reality does he become.
731
00:58:42,905 --> 00:58:44,947
If I'm obliged to carry out a series of things
732
00:58:45,548 --> 00:58:47,758
about which I am not at all interested
733
00:58:48,032 --> 00:58:54,643
even if I am intrinsically motivated through prizes,
punishmentes, marks or sweets,
734
00:58:55,564 --> 00:58:57,022
my needs might be different.
735
00:58:57,857 --> 00:59:01,315
But I cannot attend to my own needs because
I am obliged to do something else,
736
00:59:01,511 --> 00:59:08,221
whereby I gradually lose touch with my own resources,
my own vital force.
737
00:59:09,252 --> 00:59:12,877
Basic needs are manipulated by rewards
and punishments.
738
00:59:13,392 --> 00:59:17,336
When we lack love and protection
we do our best to obtain them
739
00:59:17,867 --> 00:59:21,881
generating behaviour mechanisms
which allow us to survive.
740
00:59:22,408 --> 00:59:23,503
We condition ourselves.
741
00:59:24,553 --> 00:59:28,729
That child doesn't study to learn, nor does he
work for pleasure and fulfillment,
742
00:59:29,182 --> 00:59:33,676
he does so because otherwise he loses security and love,
he feels like dying.
743
00:59:34,529 --> 00:59:37,842
All his behaviour becomes conditioned by fear.
744
00:59:38,378 --> 00:59:43,037
What takes place in schools nowadays, generally speaking,
is the spreading of fear.
745
00:59:43,792 --> 00:59:48,714
The person is limited, instead of the other way round,
and these limits are fear itself.
746
00:59:49,112 --> 00:59:52,256
In our structured minds, when we create within a belief,
747
00:59:52,550 --> 00:59:56,915
our minds avoid us abandoning this belief through fear.
748
00:59:57,196 --> 01:00:00,419
When we approach the far edge of a belief
we feel scared.
749
01:00:01,038 --> 01:00:05,267
This is a control mechanism, a mechanism
of ethical manipulatation.
750
01:00:05,731 --> 01:00:10,502
If you behave well, I grade you well.
It's a behavioral pattern,
751
01:00:11,018 --> 01:00:14,920
the great behavioral model that has
damaged our society so.
752
01:00:17,884 --> 01:00:21,018
The 1913 behavioral manifesto promoted the idea
753
01:00:21,118 --> 01:00:24,372
of behavioral prediction and conduct control.
754
01:00:25,773 --> 01:00:28,821
Through experimentation with rats andwith other
animals and their conditioning,
755
01:00:28,957 --> 01:00:31,189
a science of social control was developed,
756
01:00:31,644 --> 01:00:34,547
used for planning the basis of modern schooling,
757
01:00:34,845 --> 01:00:39,706
publicity, political propaganda, military training
and torture practices.
758
01:00:40,815 --> 01:00:43,062
Mass manipulation through fear.
759
01:00:48,192 --> 01:00:53,332
Everything, absolutely everything we see in our world,
is based on fear.
760
01:00:53,634 --> 01:00:57,478
Fear of change, fear of progress,
fear of being oneself,
761
01:00:57,594 --> 01:01:02,380
fear of loving, fear of revealing our true
selves to the world.
762
01:01:04,116 --> 01:01:07,444
Thus we have created a society in which
people work in jobs they don't like
763
01:01:07,551 --> 01:01:12,923
merely to acquire money, to obtain status. In other words
a society of self-deception.
764
01:01:13,452 --> 01:01:16,550
"I've got such a diploma, I've got such a degree,
I've got."
765
01:01:17,236 --> 01:01:21,595
And having is what actually disconnects us
from our true identity,
766
01:01:21,887 --> 01:01:27,075
it's what takes us back to our fear.
"I have to pretend that I am."
767
01:01:30,793 --> 01:01:34,970
Children who have been in and out
of these kinds of schools,
768
01:01:35,279 --> 01:01:39,207
cheerfully tell us that they do not feel this pressure,
769
01:01:39,608 --> 01:01:44,775
because throughout their childhood and asolescence they
have discovered that they do things for their own
770
01:01:45,138 --> 01:01:48,466
personal pleasure, as a personal treat,
for a personal aim.
771
01:01:49,002 --> 01:01:53,717
What's important is this will to live.
Without it, life
772
01:01:55,877 --> 01:01:57,455
just isn't worth it, is it?
773
01:01:57,833 --> 01:02:01,860
And children show us this will to live
which we adults have lost.
774
01:02:02,514 --> 01:02:04,782
Therefore, the first questions would have to be
775
01:02:05,820 --> 01:02:08,292
Am I taking care of this child's will to live or not?
776
01:02:08,938 --> 01:02:11,181
I mean, when the child is well cared for,
777
01:02:11,905 --> 01:02:17,467
and that means respecting his life processes
accompanied by forthcoming adults,
778
01:02:17,790 --> 01:02:22,905
with a series of limits that will help him grow strong,
where the child is well taken care of,
779
01:02:23,638 --> 01:02:28,511
the child wants to build things with others,
through love.
780
01:02:28,955 --> 01:02:32,246
If a child always does what an adult tells him to,
781
01:02:32,804 --> 01:02:34,906
the moment comes when he becomes disconnected.
782
01:02:35,242 --> 01:02:42,610
However, if they are accustomed to following their own impulses,
they remain connected to their inner selves,
783
01:02:42,938 --> 01:02:44,964
they know what they want, they know who they are.
784
01:02:47,313 --> 01:02:52,692
Children also take you by the hand and actually
show you, tell you what they need,
785
01:02:52,854 --> 01:02:58,800
it's a matter of listening to them and
collaborating in their search.
786
01:02:59,698 --> 01:03:02,964
One description of living organisms
is that they are autopoietic,
787
01:03:03,650 --> 01:03:06,777
organisms with the ability to reproduce
themselves continously,
788
01:03:07,540 --> 01:03:12,670
and their inter-relationships are never instructive,
but deal with life, deployment and progress.
789
01:03:13,071 --> 01:03:15,815
That's to say that nature obeys no external commands,
790
01:03:16,170 --> 01:03:21,396
but consists merely of connected, conscious systems
developing autonomously, within apparent chaos.
791
01:03:22,685 --> 01:03:27,849
In other words, stimulus isn't necessary, we don't
have to motivate children at all.
792
01:03:28,763 --> 01:03:32,834
If they want to do something they do it; and if not, well,
they don't. But they don't need motivation
793
01:03:33,783 --> 01:03:35,309
to do something that they will do well,
794
01:03:36,173 --> 01:03:37,913
because they know if they are going to do it well or not.
795
01:03:38,550 --> 01:03:45,445
The fact that they can choose and position themselves
instinctively in what they are really
796
01:03:45,752 --> 01:03:52,984
interested in, stimulates them to discover
their own, individual gifts.
797
01:03:53,795 --> 01:03:59,522
It becomes your own responsibility, instead of
the system's responsibility.
798
01:04:00,566 --> 01:04:04,359
I mean, who I want to be is my own responsibility.
799
01:04:04,790 --> 01:04:08,138
And the child becomes aware of this since very early childhood.
800
01:04:09,917 --> 01:04:13,636
Cells have a membrane that separates them
from the external environment.
801
01:04:14,185 --> 01:04:16,796
This membrane is semipermeable, which means,
802
01:04:17,232 --> 01:04:21,145
that it allows in what it requires from the exterior
whenever needed.
803
01:04:22,147 --> 01:04:25,985
The only requirement is to have these resources
available on the outside,
804
01:04:26,421 --> 01:04:30,732
but whithout forcing them in and violating
the cell's safety and welfare.
805
01:04:32,156 --> 01:04:36,313
Thus the organism is able to create itself,
to fulfill itself.
806
01:04:36,965 --> 01:04:39,392
This is how we learn from culture.
807
01:04:40,385 --> 01:04:43,775
The debate between what is innate and what is
acquired has no final answer,
808
01:04:44,529 --> 01:04:50,187
because both operate in a complex interaction
that requires love and respect.
809
01:04:50,698 --> 01:04:55,822
Therefore it is through creativity that an
organism expresses itself,
810
01:04:56,439 --> 01:05:02,623
it sets forth something it has constructed
whilst respecting its own needs.
811
01:05:03,239 --> 01:05:05,420
With basic understanding, it tries to discern
812
01:05:05,609 --> 01:05:09,125
what moment it is in, what it needs, what it wants,
what will stir it the most.
813
01:05:09,298 --> 01:05:15,817
Because in the end, it is the child who will take those steps,
for nobody learns through force.
814
01:05:15,930 --> 01:05:19,290
Learning isn't generated through force.
815
01:05:19,817 --> 01:05:24,390
Childhood is so very beautiful, it's pure joy.
816
01:05:25,564 --> 01:05:28,045
This is why I believe that any
817
01:05:29,117 --> 01:05:33,431
education is good if it nurtures that joy,
the child's will to live.
818
01:05:37,000 --> 01:05:39,655
- Right, children, final exams next week.
819
01:05:41,372 --> 01:05:43,523
Did you read the book? It was short, it was short.
820
01:05:43,673 --> 01:05:49,207
- I didn't, Miss, the year's almost over. I've had it. What
do I want this for? I want to be a ballerina.
821
01:05:49,316 --> 01:05:52,961
None of this is of any use to me.
- Of course not, not if ballerinas don't study.
822
01:05:53,068 --> 01:05:56,484
- It will be useful to me, I'm studying
marketing, so it'll help me.
823
01:05:56,584 --> 01:05:58,330
- It's of no use to me either, Miss.
824
01:05:58,427 --> 01:06:01,979
Why do we have to spend years studying
stuff that isn't any use to anybody?
825
01:06:02,091 --> 01:06:04,779
- That's right, no use at all.
- Like the letter I wrote.
826
01:06:04,901 --> 01:06:08,559
- That letter, again! Stop it children!
- I'm interested in the letter.
827
01:06:09,880 --> 01:06:13,288
- Let's see, shh, hey hey hey, let's see.
-(Shouting, Discussion)
828
01:06:13,388 --> 01:06:16,446
- You, and you, hey girlie, I'm talking to you!
829
01:06:16,674 --> 01:06:20,220
You two are very ungrateful. Your teachers
struggle to help you at least
830
01:06:20,220 --> 01:06:21,841
retain something, but you just don't care.
831
01:06:21,941 --> 01:06:27,581
- Now, now, stop it! Mariela enough, listen to me.
Let's see, shh. Quiet!
832
01:06:28,105 --> 01:06:31,397
- Now, Martin, please explain about the letter to me.
You too, Micaela.
833
01:06:31,619 --> 01:06:36,158
They spoke on behalf of all their classmates,
about how awful it was.
834
01:06:36,579 --> 01:06:38,742
- I agree too, Miss, but as you said -
835
01:06:38,932 --> 01:06:41,578
- (Bustle)
836
01:06:41,578 --> 01:06:44,670
- What do you want Juan?
837
01:06:44,670 --> 01:06:47,367
- May I go out for a minute, please?
- No. Only ten minutes to go, sit down, let's continue. Please.
838
01:06:47,467 --> 01:06:50,624
- See how we are all different? He doesn't care,
he's an amoeba.
839
01:06:50,824 --> 01:06:52,553
- (Laughter)
840
01:06:55,980 --> 01:07:01,484
"¡Feel your soul, listen to your heart!"
841
01:07:03,871 --> 01:07:07,173
Why is it so necessary to separate children by age?
842
01:07:07,680 --> 01:07:11,239
Because there's an implication behind this, which is that
843
01:07:11,339 --> 01:07:15,595
children of the same age have the same affinities,
844
01:07:15,695 --> 01:07:19,290
the same capabilities, they have... they're all the same.
845
01:07:19,953 --> 01:07:25,888
Of course, if you place a small child in an environment which makes
him believe that he is the same as all the others,
846
01:07:25,988 --> 01:07:28,949
and all your efforts go towards making him believe this,
847
01:07:29,049 --> 01:07:33,249
the child will feel the same and will tend to behave the same,
he will homogenize.
848
01:07:38,193 --> 01:07:41,708
"This child talks too much, he should be quieter;
this child talks too little,
849
01:07:41,808 --> 01:07:45,956
he should be more talkative; this child plays too little,
he should play more;
850
01:07:46,056 --> 01:07:52,072
this child is too active, he should be quieter." Whatever
he does, it always seems to be wrong,
851
01:07:52,172 --> 01:07:57,770
it seems that he must end up being a standard child
who does everything by halves.
852
01:08:02,170 --> 01:08:08,820
We are all the same, as individuals, because
biologically we are a species,
853
01:08:10,020 --> 01:08:14,440
but socially and culturally we are different,
854
01:08:15,430 --> 01:08:17,242
and this has been misunderstood by education.
855
01:08:21,814 --> 01:08:26,306
They learn at different speeds, they have
varying interests and incentives,
856
01:08:26,532 --> 01:08:28,831
they relate to others in different ways.
857
01:08:29,679 --> 01:08:36,926
Quite a few years ago, Gardner stated that
a person doesn't only have linguistic,
858
01:08:37,138 --> 01:08:42,939
verbal or logical-mathematical intelligence, but that he also
has a variety of intelligences,
859
01:08:43,096 --> 01:08:45,792
including everything related to emotions.
860
01:08:46,474 --> 01:08:51,933
Diversity, in a way, specifically indicates to us
that we are all unique.
861
01:08:52,203 --> 01:08:56,480
We are unique as individuals and we are unique
as a culture and a society.
862
01:09:00,111 --> 01:09:04,885
To appreciate this fact oneself, and to help children
understand that differences
863
01:09:04,985 --> 01:09:10,552
between people are precisely what makes life
more interesting.
864
01:09:11,743 --> 01:09:16,024
How can we get to value this diversity, if we
don't even understand it as adults?
865
01:09:17,439 --> 01:09:21,565
That having equal rights doesn't necessarily
imply that we all have to do the same thing?
866
01:09:23,085 --> 01:09:27,514
Nowadays many children with interests and behaviours
different to what is expected
867
01:09:27,614 --> 01:09:29,883
are diagnosed with psychiatric conditions.
868
01:09:31,822 --> 01:09:36,304
How can we be sure that we aren't mistaking
children's diversity for disease?
869
01:09:36,404 --> 01:09:40,122
It's an authentic epidemic, a fad,
870
01:09:40,229 --> 01:09:45,008
in some areas about 10% of school children
871
01:09:45,108 --> 01:09:50,296
are consuming psychotropics for their
alleged hiperactivity.
872
01:09:52,332 --> 01:09:58,149
Hiperactivity hasn't been neurologically proven to exist,
it hasn't even been proven as a disease.
873
01:09:58,249 --> 01:10:05,327
Simply because you fit certain diagnostic criteria,
someone else decides you are hiperactive,
874
01:10:05,427 --> 01:10:08,309
that you are gifted,
875
01:10:08,309 --> 01:10:13,757
or within the accepted limits of normalcy
so as to be considered intelligent.
876
01:10:13,857 --> 01:10:22,000
Either children are much more hiperactive now than before,
which I tend to doubt, because if so
877
01:10:22,100 --> 01:10:27,646
we would have to ask ourselves the cause
of the problem and what we have done
878
01:10:27,746 --> 01:10:30,096
for children to be like that. Or, on the other hand,
they are the same as before.
879
01:10:30,196 --> 01:10:32,553
So ... what have we done that we can't stand them?
880
01:10:32,929 --> 01:10:34,137
- Miss, can I go and get a chalk?
881
01:10:34,237 --> 01:10:35,132
- I've said No.
882
01:10:35,745 --> 01:10:37,397
- Miss, may I go to the bathroom?
883
01:10:37,497 --> 01:10:39,178
- Wait until breaktime. No.
884
01:10:39,780 --> 01:10:44,458
When a child is labeled hiperactive, his whole
environment becomes involved,
885
01:10:44,827 --> 01:10:49,294
trying to slow him down, trying to calm him,
trying to reassure him,
886
01:10:49,394 --> 01:10:51,618
but all this will simply make the child more tense.
887
01:10:53,125 --> 01:10:59,373
Therefore, you must understand that when we become
labeled, in actual fact we are typecasted,
888
01:10:59,473 --> 01:11:05,819
and our wings are clipped, so that we cannot
reach our maximum potential.
889
01:11:07,073 --> 01:11:12,267
Traditionally the IQ test is used for measuring
intelligence in a linear manner.
890
01:11:13,918 --> 01:11:17,418
Likewise, exams measure performance
under certain conditions.
891
01:11:18,127 --> 01:11:21,786
But these methods of evaluation do not contemplate
dozens of variables that affect
892
01:11:21,886 --> 01:11:25,205
development to higher or lower degrees
and are vital for education.
893
01:11:26,316 --> 01:11:32,180
The human being is a whole, and requires a global vision,
a comprehensive, holistic education.
894
01:11:33,251 --> 01:11:39,219
Holistic comprehension proposes that it's possible
to develop a type of unifying intelligence,
895
01:11:39,913 --> 01:11:43,166
because holism is simply the vision of the whole.
896
01:11:43,500 --> 01:11:49,823
To us, maintaining a balance between what we call
head, heart and hands,
897
01:11:50,202 --> 01:11:55,967
means being able to develop a balanced
human being, so to speak.
898
01:11:58,962 --> 01:12:02,906
And in the end we keep repeating the same thing
in education, fragmenting spaces.
899
01:12:03,006 --> 01:12:07,558
Here we teach science, here we teach social skills,
so then this is not a comprehensive education.
900
01:12:08,128 --> 01:12:11,691
Let's imagine that María's parents want her to have
a comprehensive education,
901
01:12:12,365 --> 01:12:14,986
so they send her to a trilingual
comprehensive school,
902
01:12:15,123 --> 01:12:18,730
where she has all kinds of sports,
over ten academic subjects,
903
01:12:19,260 --> 01:12:20,901
computer room, lab.
904
01:12:21,827 --> 01:12:23,634
They carry out monthly academic excursions.
905
01:12:24,869 --> 01:12:30,335
Chess workshops, drama, art, music, dancing,
skating, a farm, karate, yoga and meditation.
906
01:12:32,817 --> 01:12:34,341
Inside as much as outisde the school,
907
01:12:34,524 --> 01:12:37,913
comprehensive education is not relevant to the
amount of resources or subjects,
908
01:12:38,385 --> 01:12:39,923
but to a global approach.
909
01:12:40,519 --> 01:12:43,600
Because it functions with integrated areas,
910
01:12:44,113 --> 01:12:49,803
not segmented ones as in traditional education where they only
think in Spanish, or they only think of Maths.
911
01:12:49,903 --> 01:12:57,740
But rather ... Maths are History, and they are Language,
and Geography at the same time.
912
01:13:09,726 --> 01:13:15,010
It's a cosmic education, as Montessori explains,
in which everything relates to everything.
913
01:13:15,254 --> 01:13:18,918
So then, if everything is inter-related, I can be doing
something and learning from it,
914
01:13:19,018 --> 01:13:21,627
and learning from that, and I'm learning all the time.
915
01:13:37,623 --> 01:13:44,355
So then what we had to do, was to allow the children
to become involved in different experiences.
916
01:13:44,875 --> 01:13:53,026
The School should be an experimentation bench,
a bench open to a host of possibilities,
917
01:13:53,860 --> 01:13:58,878
scientific, artistic, humanistic, all kinds of experiences,
918
01:13:59,541 --> 01:14:02,123
and see if this awakened something in them.
919
01:14:04,168 --> 01:14:09,538
With this method there's no special path, no single road
to follow, just as no two children are identical.
920
01:14:11,980 --> 01:14:17,385
If we want children to be creative we have to,
on the one hand, allow them to create,
921
01:14:17,485 --> 01:14:23,719
allow them to carry out activities in which they
can act spontaneously.
922
01:14:33,133 --> 01:14:37,277
Art plays a fundamental role in this search for
creativity and expression,
923
01:14:38,337 --> 01:14:41,958
because it is the manner in which we manifest
our creativity and personality.
924
01:14:42,380 --> 01:14:47,587
It is essential that our concept of art be as open
and unstructured as possible.
925
01:14:48,179 --> 01:14:53,162
Thus the arts lie within the building logic of
communities of purpose,
926
01:14:54,323 --> 01:15:00,603
not in terms of what we now call the cultural industries,
which derive from the fine arts.
927
01:15:02,747 --> 01:15:05,933
So there we are, in the middle of popular culture.
928
01:15:07,355 --> 01:15:11,669
We create with paint and music, but also with dance,
theatre, design, construction,
929
01:15:11,769 --> 01:15:15,001
story-telling, sculpture, literature, humor, games,
930
01:15:15,101 --> 01:15:18,680
everything that emerges spontaneously
from a child is creation.
931
01:15:19,444 --> 01:15:22,949
Everyone manifests their inner self through art.
932
01:15:23,862 --> 01:15:29,188
Art is not employed as a tool nor as a learning instrument.
Art itself is
933
01:15:30,676 --> 01:15:35,955
valid enough to be used as a learning tool.
934
01:15:36,179 --> 01:15:42,936
In this manner, art is a right. If you can't access art,
you can't access an integral education.
935
01:15:47,373 --> 01:15:51,748
I think that emotions form the foundation for making
life tick, emotions drive us,
936
01:15:52,090 --> 01:15:53,851
before making a decision, I feel.
937
01:15:54,449 --> 01:15:57,594
We don't need to design a specific school for
"emotional education",
938
01:15:57,694 --> 01:16:01,060
yet we have to bear in mind that an individual is
an emotional being
939
01:16:01,160 --> 01:16:06,504
and that our emotions are complex. When we deal with
relationships, learning contexts,
940
01:16:06,604 --> 01:16:11,399
we already know the emotion that will be generated,
we are going to develop that emotion.
941
01:16:15,511 --> 01:16:19,383
No human being can live in apathy or neglected,
942
01:16:19,570 --> 01:16:23,352
we need love, affection, acceptance
by other human beings.
943
01:16:23,452 --> 01:16:27,956
An emotionally stable, healthy and balanced adult
can only exist when,
944
01:16:28,056 --> 01:16:33,684
as a child, he has been tended to with much love
and treated with lots of patience and affection;
945
01:16:33,784 --> 01:16:37,035
and that he feels he was given love and patience.
946
01:16:37,840 --> 01:16:44,429
One of the main factors here is attention.
Listening, paying attention.
947
01:16:44,529 --> 01:16:49,416
But rather than a verbal form of attention,
a physical one, that supports, sustains.
948
01:16:52,291 --> 01:16:55,870
Not only where they feel loved, accepted,
949
01:16:56,971 --> 01:17:01,745
but where they learn to express their feelings.
950
01:17:03,475 --> 01:17:09,279
When they know their feelings are respected,
they have no problem expressing them.
951
01:17:10,081 --> 01:17:15,292
I talk a lot about this with my students.
Maybe you don't have a job,
952
01:17:15,392 --> 01:17:20,520
maybe your environment isn't top notch,
but if you know
953
01:17:20,620 --> 01:17:23,720
how to handle your emotions, surely you'll
feel more comfortable, right?
954
01:17:24,418 --> 01:17:26,827
As human beings, as beings,
955
01:17:28,255 --> 01:17:32,137
it's essential that as children they should be able to
connect with their inner selves,
956
01:17:32,237 --> 01:17:36,288
with what they feel, that they should recognize
what it is that they feel.
957
01:17:36,683 --> 01:17:43,123
To know the virtues they possess. They have to know
what they will be able to offer to mankind.
958
01:17:43,769 --> 01:17:47,737
They should be able to develop self-knowledge,
instead of
959
01:17:47,837 --> 01:17:51,893
looking outward all the time, as if the outside
960
01:17:52,567 --> 01:17:58,094
could provide the solution to all our problems.
It's learning to look inside oneself.
961
01:18:00,865 --> 01:18:04,839
Learning to recognize every tool we have
available, so as to ...
962
01:18:05,915 --> 01:18:08,088
basically to determine one's own destiny.
963
01:18:08,760 --> 01:18:13,586
So that everyone can learn to be the architect of
their own destiny, chosen by oneself.
964
01:18:26,000 --> 01:18:30,090
- Martin, Martin. We don't want you to leave
school like this.
965
01:18:30,090 --> 01:18:34,813
- I don't want to leave school "like this" either,
but we are going to read the speech anyway.
966
01:18:34,813 --> 01:18:38,444
- My dear, shortly you'll be out there,
you will have to choose a career
967
01:18:38,444 --> 01:18:40,870
take decisions, be responsible.
968
01:18:40,870 --> 01:18:43,548
You can't go on fooling around like a child!
969
01:18:43,548 --> 01:18:45,627
- Ok, Ok... Fine. Perfect.
970
01:18:47,376 --> 01:18:50,249
- And when did you people teach me how to choose?
971
01:18:56,131 --> 01:19:03,343
" ...Education without freedom results
in a life of unfulfillment."
972
01:19:04,243 --> 01:19:07,863
Life is full of options, and we must learn
to make choices.
973
01:19:08,321 --> 01:19:14,308
That's why the organization of all the educational material
enables children to learn how to choose.
974
01:19:14,817 --> 01:19:19,695
An environment that respects their needs, that allows them to
move about, that contains a series of materials,
975
01:19:19,795 --> 01:19:26,894
that allows them to discover, to touch, to follow their own
impulses, without anyone attempting to teach them.
976
01:19:27,133 --> 01:19:30,788
Where students can choose the subjects
they don't want to take,
977
01:19:31,325 --> 01:19:38,291
the ones they do want to take, a space in which they can
proffer their own self-generated activities.
978
01:19:38,636 --> 01:19:43,965
An open school, a school where students wouldn't
have to answer to anyone,
979
01:19:44,065 --> 01:19:45,944
where each and everyone can be their own self.
980
01:19:46,283 --> 01:19:48,720
Therefore, he who wishes can enter here, or here.
981
01:19:48,820 --> 01:19:52,872
Thus, children of different ages would have access to
everything according to their own interests.
982
01:19:53,282 --> 01:19:56,350
Freedom to learn what they want to learn,
983
01:19:56,450 --> 01:20:00,409
to learn at their own pace, and to not learn
what they don't want to learn.
984
01:20:56,163 --> 01:21:02,699
Selecting what they do helps them realize
what else they need to choose.
985
01:21:02,799 --> 01:21:06,963
In a way the projects themselves allow them,
to try out many options,
986
01:21:08,196 --> 01:21:13,702
and finally, at the end of their own process,
they have a clearer idea of themselves.
987
01:21:13,942 --> 01:21:17,962
The child gradually finds the path for his future life,
certain that whatever he becomes,
988
01:21:17,960 --> 01:21:21,688
whether a shoe salesman or a physician, he will do well
989
01:21:22,404 --> 01:21:26,338
if he does it with as much love, skill and commitment
as possible. Do you understand?
990
01:21:27,529 --> 01:21:32,166
One cannot learn about freedom theoretically,
and then, upon leaving school,
991
01:21:32,266 --> 01:21:36,411
become free. Children must be free at school.
992
01:21:37,500 --> 01:21:42,064
If we can't decide what we want to experience,
what we want to do in life,
993
01:21:42,633 --> 01:21:44,100
we are very limited when it comes to learning.
994
01:21:44,703 --> 01:21:48,537
Only when you have autonomy, and you feel
your autonomy is respected,
995
01:21:48,637 --> 01:21:50,051
will you know what you want.
996
01:21:51,336 --> 01:21:55,094
Basically children who fail to achieve
these levels of independence,
997
01:21:55,194 --> 01:21:57,742
who become dependent on other persons,
998
01:21:58,621 --> 01:22:02,146
will never do what they want, but what
other people want them to do.
999
01:22:05,523 --> 01:22:11,053
First you need to know how to resolve
situations on your own.
1000
01:22:12,679 --> 01:22:17,548
And during this process, responsibility appears.
1001
01:22:18,148 --> 01:22:22,414
I choose, I do , I obtain, and this becomes a cycle ...
1002
01:22:22,514 --> 01:22:25,849
"decision making, will power, freedom management"
1003
01:22:26,059 --> 01:22:31,665
And after responsibility, you can then aim
towards true freedom.
1004
01:22:33,288 --> 01:22:38,099
Perhaps the biggest challenge we are facing is our
tendency to manage the child's activity.
1005
01:22:38,424 --> 01:22:43,479
The only way we know how to educate is to tell others
what to do and how to do it
1006
01:22:43,579 --> 01:22:47,219
and we have few chances in which to
make decisions on our own.
1007
01:22:51,501 --> 01:22:56,287
I often find myself in class asking them what they
feel like doing, and they have no idea.
1008
01:22:57,399 --> 01:23:01,367
They're very accustomed to directivity in class, "we're going
to do this,we're going to do that"
1009
01:23:01,467 --> 01:23:06,724
Because on the whole, the teacher is uccustomed to
being the one who directs everything.
1010
01:23:06,985 --> 01:23:11,186
On the other hand in this manner we make
the child participate actively.
1011
01:23:11,330 --> 01:23:17,348
A teacher who no longer gives a lesson, but that moves
from group to group guiding, helping.
1012
01:23:17,835 --> 01:23:22,478
Who listens to them, and provides space for them to grow.
1013
01:23:22,879 --> 01:23:27,909
The teacher makes suggestions, he does not impose,
he proposes.
1014
01:23:28,533 --> 01:23:33,325
It 's not that you have authority and he doesn't,
it's about planting a seed in the student,
1015
01:23:33,425 --> 01:23:35,971
the belief that he has to be master of his own life.
1016
01:23:38,540 --> 01:23:40,038
Enough!
1017
01:23:46,553 --> 01:23:47,792
- Romero, you got a 3 !
1018
01:23:49,141 --> 01:23:54,181
We believe that marking, is completely
subjective and fallible,
1019
01:23:55,487 --> 01:24:00,039
firstly, because no two teachers evaluate in
exactly the same manner.
1020
01:24:00,241 --> 01:24:05,428
It should be the child himself who evaluates
how he feels about each task
1021
01:24:06,130 --> 01:24:10,552
if he is satisfied, or if he thinks
he could have done better.
1022
01:24:11,332 --> 01:24:16,191
The child also controls his learning process,
he monitors his own progress,
1023
01:24:16,291 --> 01:24:21,818
he knows where he is at, in what unit, in what
handbook, in which part of the process.
1024
01:24:22,050 --> 01:24:27,918
He knows his own journey, he knows. And it is he himself
who tallies his progress on that journey.
1025
01:24:29,918 --> 01:24:33,570
They decide, they choose when to pass,
they decide when they are ready.
1026
01:24:33,872 --> 01:24:38,233
There is no leaving exam here, instead they themselves
see if they've covered
1027
01:24:38,333 --> 01:24:43,457
everything according to the pedagogical dossier
so that they can then say " I'm leaving".
1028
01:24:43,828 --> 01:24:48,613
Some experiencies speak of shared pedagogical reports
that are process centered,
1029
01:24:49,283 --> 01:24:55,180
others work from self-assessment and constant interchange
between educators, students and family.
1030
01:24:55,519 --> 01:24:59,383
This perspective completely changes our way of
understanding evaluation.
1031
01:25:00,249 --> 01:25:03,869
If we are really interested in learning by respecting
our own timing and motivation,
1032
01:25:04,069 --> 01:25:08,025
it's imperative we question the need
for exams and grades.
1033
01:25:09,666 --> 01:25:12,632
There are no ratings to see who is better or worse,
1034
01:25:13,154 --> 01:25:16,050
there is simply a follow up on the child's development.
1035
01:25:16,465 --> 01:25:23,705
You observe the child's emotional issues, maturity,
socialization, his level of independence...
1036
01:25:24,248 --> 01:25:29,342
And that is what emerges when we discuss
the children in our group meetings.
1037
01:25:29,835 --> 01:25:34,992
In what the team shares with the families during
individual meetings with the families,
1038
01:25:35,290 --> 01:25:40,547
but there's no evaluation concerning their learning process,
their behavior, or their conduct,
1039
01:25:40,610 --> 01:25:44,653
there isn't really an assessment in that respect.
We simply accompany them.
1040
01:25:45,767 --> 01:25:48,272
School becomes an open space,
1041
01:25:48,977 --> 01:25:53,523
a school with it's doors open to experiences,
practices, to the community.
1042
01:25:53,959 --> 01:25:58,345
Conflicts and situations in their community
are a part of the school,
1043
01:25:58,495 --> 01:26:02,630
and it thus becomes an educative centre,
where we can all learn from each other.
1044
01:26:03,333 --> 01:26:10,107
In this manner there are no age barriers or differences
to separate us, only experiences that strengthen us.
1045
01:26:10,362 --> 01:26:16,657
Schools shouldn't even have walls,
my dream is a whole city.
1046
01:26:16,757 --> 01:26:23,818
I mean a city for children, where the whole city
becomes a playful learning environment.
1047
01:26:24,126 --> 01:26:36,711
Well, to begin with, when you enter you are aware of
a fluent ambience, yes, sort of fluid and very calm.
1048
01:26:37,253 --> 01:26:43,806
Some ... are making things, others looking through a telescope,
others are reading a book, and back there
1049
01:26:44,193 --> 01:26:48,425
others are carrying out an experiment. Groups, little groups,
1050
01:26:48,638 --> 01:26:52,265
working, but with a very clear goal, and knowing
where they are going.
1051
01:26:54,159 --> 01:26:56,321
Rural schools, or comprehensive schools
1052
01:26:56,421 --> 01:27:00,064
are usually obliged to work with children
of different ages all together.
1053
01:27:00,993 --> 01:27:03,357
Most people think that this is a disadvantage,
1054
01:27:04,169 --> 01:27:08,902
but on the contrary, learning is enhanced by experiences,
relationships and human values,
1055
01:27:09,458 --> 01:27:11,859
for the children as well as for the teachers.
1056
01:27:12,623 --> 01:27:15,471
Usually these remote and marginal schools
1057
01:27:15,661 --> 01:27:20,073
possess an integrated education that's hard
to find in urban schools
1058
01:27:20,278 --> 01:27:22,641
which insist on separating children by age.
1059
01:27:23,437 --> 01:27:28,599
And this temporality at school has also
made us separate the students
1060
01:27:29,542 --> 01:27:35,837
into generations. So here we have the 6 year olds,
the 7s, the 18s, etc. Right?
1061
01:27:36,051 --> 01:27:41,486
Throughout the history of humankind man has always lived
in intergenerational relationships,
1062
01:27:42,592 --> 01:27:47,630
where the little ones shared things with the grandfather,
the grandfaher with the father, a total mixture.
1063
01:27:47,931 --> 01:27:50,153
That's how the child learned, and he learned very well...
1064
01:27:51,174 --> 01:27:55,519
They were not separated into age-groups.
They were all together.
1065
01:27:56,284 --> 01:28:01,260
So they all climbed the hill together, worked together
carried out different projects together.
1066
01:28:01,503 --> 01:28:05,818
Children of all ages, all together in the same
unitary school, so to speak.
1067
01:28:06,523 --> 01:28:15,103
Mixed ages also bring about the possibility
for ethics to develop,
1068
01:28:15,724 --> 01:28:20,361
simply through everyday experiences.
It's a living thing.
1069
01:28:22,079 --> 01:28:25,650
There are schools with integrated classrooms
grouping children every 3 years,
1070
01:28:25,959 --> 01:28:29,102
others have children with as much as 6 years' difference,
1071
01:28:29,295 --> 01:28:34,229
and in some we even see adolescents sharing
with little ones who have just begun.
1072
01:28:35,287 --> 01:28:38,036
There are also many schools that
preserve the graduate model,
1073
01:28:38,231 --> 01:28:42,301
but where the children can change groups
according to their needs and processes.
1074
01:28:43,105 --> 01:28:51,621
Generally they are all the same age, but since, because of their
maturity, there are children who work on other topics
1075
01:28:52,374 --> 01:28:58,311
at times they might be interacting with other younger
groups, and
1076
01:28:58,827 --> 01:29:01,012
at others with older groups.
1077
01:29:01,668 --> 01:29:06,745
The child who cannot advance in a particular subject
can do so in another one, with no interruptions,
1078
01:29:06,845 --> 01:29:10,450
it's like a stream of water, that finds a rock
but doesn't stop to wait,
1079
01:29:10,962 --> 01:29:15,005
it searches for a way to flow by, and if it can't,
it rises and flows over it.
1080
01:29:16,135 --> 01:29:22,764
And this allows the child who is strong in one area,
to be able to show all the rest,
1081
01:29:23,014 --> 01:29:26,483
and to help them with that subject.
1082
01:29:27,059 --> 01:29:31,783
In the meantime he can benefit from those
who are strong in other topics.
1083
01:29:35,305 --> 01:29:39,259
Anyone can be the next stimulus, but at
the correct moment in time.
1084
01:29:39,259 --> 01:29:43,820
Therefore there are many children of different ages
who could become the
1085
01:29:43,820 --> 01:29:45,220
next stimulus for another child's learning process,
1086
01:29:45,220 --> 01:29:49,092
and not necessarily a group or some specific person.
1087
01:29:49,345 --> 01:29:53,954
This connexion between them is so beautiful because
the older ones take care of the little ones;
1088
01:29:55,167 --> 01:30:00,816
when they go out to play they help them to get changed,
to put on their shoes or jacket.
1089
01:30:01,497 --> 01:30:06,498
This is simply about learning to live together,
learning to ...
1090
01:30:08,198 --> 01:30:09,752
yes, to work as a team.
1091
01:30:10,655 --> 01:30:15,851
What is the objective of education? To learn?
To learn what? Knowledge?
1092
01:30:16,560 --> 01:30:23,112
Or rather to develop human abilities that can only
develop through relating to others,
1093
01:30:23,697 --> 01:30:28,378
from the perspective of time and the process itself,
from doing, from communicating,
1094
01:30:29,333 --> 01:30:31,408
from looking within and knowing oneself,
1095
01:30:32,342 --> 01:30:33,557
from Love.
1096
01:30:41,722 --> 01:30:44,126
(Voices engaging in conversation)
1097
01:30:51,774 --> 01:30:54,833
(Voices engaging in conversation)
1098
01:31:03,137 --> 01:31:06,196
- What are you doing?
- Nothing Sebastian, go away.
1099
01:31:06,196 --> 01:31:09,255
- Nothing? You're writing something.
- Stay out of this.
1100
01:31:09,255 --> 01:31:14,937
- Well, I want to know.
1101
01:31:14,937 --> 01:31:17,584
(Yelling)
1102
01:31:21,711 --> 01:31:25,485
- What's going on here?
1103
01:31:25,585 --> 01:31:29,376
- Nothing.
- What do you mean nothing?
1104
01:31:29,376 --> 01:31:31,476
- Cristina, please take them away.
- Sebastian!!
1105
01:31:31,476 --> 01:31:33,306
- You stay here, and you too.
1106
01:31:36,936 --> 01:31:38,529
What do you think school is?
1107
01:31:38,994 --> 01:31:44,039
- Can I say something?
- Not now Micaela. This is total chaos.
1108
01:31:45,897 --> 01:31:49,922
- What are you laughing at?
- I'm laughing at these posters.
1109
01:31:53,053 --> 01:31:55,406
- What is this?
1110
01:31:55,406 --> 01:31:59,563
- These are some posters that we want to post on the walls,
since we can't read the speech.
1111
01:31:59,663 --> 01:32:02,575
- Never. Not like this!
1112
01:32:03,879 --> 01:32:08,641
Do you think you can do whatever you want? That you
can hang anything up?
1113
01:32:09,227 --> 01:32:12,859
No, boys and girls. There are rules at school.
1114
01:32:13,372 --> 01:32:16,941
The world is chaotic, our lives are chaotic.
1115
01:32:17,161 --> 01:32:21,993
That is why we have to give you some peace
and quiet, some serenity.
1116
01:32:22,960 --> 01:32:27,068
School just wants to provide you with some order,
do you understand?
1117
01:32:27,735 --> 01:32:28,958
Order!
1118
01:32:34,695 --> 01:32:42,781
"All living experience occurrs through conversations
and this is where the reality we live in originates"
1119
01:32:45,000 --> 01:32:53,557
There is always a fear that freedom and the lack of a
sense of authority, rather than authortiy itself,
1120
01:32:54,218 --> 01:32:59,703
will generate indiscipline or disorder.
1121
01:33:00,369 --> 01:33:04,735
What really happens is that discipline ...
schools have turned discipline into
1122
01:33:06,426 --> 01:33:08,809
"to behave the way I want them to behave",
1123
01:33:09,879 --> 01:33:13,659
but in fact discipline is the learning of behaviour.
1124
01:33:14,801 --> 01:33:23,374
It means that a disciplined person, is a person who learns,
who has learned to manage his behaviour,
1125
01:33:24,384 --> 01:33:29,253
but not externally; instead, he learns to manage his behaviour.
1126
01:33:29,654 --> 01:33:32,070
We can distinguish 3 types of discipline.
1127
01:33:32,597 --> 01:33:37,811
One, the authoritarian discipline, which normally consists of
rules established by a controlling authority.
1128
01:33:38,562 --> 01:33:42,801
A functional discipline, in which rules
derive from actual experiences,
1129
01:33:42,901 --> 01:33:45,712
and are modified and set up by the group itself.
1130
01:33:46,365 --> 01:33:52,184
This kind of discipline is naturally established by the community
as it is the result of every member's decision.
1131
01:33:53,957 --> 01:33:56,427
And finally we have auto-discipline,
1132
01:33:56,955 --> 01:34:00,673
where each and every one consciously constructs
their own behaviour.
1133
01:34:00,812 --> 01:34:06,650
They gradually learn about respect, in a vivid and easy manner.
1134
01:34:07,197 --> 01:34:12,155
If they are all seated, just doing what an adult
is telling them to do
1135
01:34:12,650 --> 01:34:18,196
there can be no learning about limits nor of respect
for others, there is simply obedience.
1136
01:34:18,983 --> 01:34:24,631
Basically, if you teach the children that respect for
others is a limit,
1137
01:34:24,731 --> 01:34:26,707
allowing for work, enabling work,
1138
01:34:27,355 --> 01:34:34,834
they understand perfectly well that behaviour which impedes
work must mean : "This, you cannot do"
1139
01:34:35,649 --> 01:34:37,707
In other words, coexistence needs no explanations.
1140
01:34:38,726 --> 01:34:43,371
You cannot work if the group next to you is making
too much noise and viceversa.
1141
01:34:43,873 --> 01:34:50,103
And the thing is that the child begins to take responsability
for the consequences he himself produces.
1142
01:34:50,681 --> 01:34:54,709
He who can restrain himself, who can think, who can ponder,
1143
01:34:54,872 --> 01:35:02,529
doesn't really need an exterior limit to get what he wants.
1144
01:35:03,250 --> 01:35:08,810
We can't expect a young person to make conscientious decisions
concerning his life, his environment or his country
1145
01:35:09,355 --> 01:35:12,138
if we always decide how he should dress in school,
1146
01:35:12,336 --> 01:35:14,876
what he should learn, or what he should do with his life ...
1147
01:35:15,424 --> 01:35:19,174
These young people will have to make choices in a society
1148
01:35:19,174 --> 01:35:22,274
where the rules keep changing according to
the rise of new needs,
1149
01:35:22,274 --> 01:35:25,012
opinions and ways of understanding reality.
1150
01:35:25,720 --> 01:35:28,081
The same thing could occurr at school
1151
01:35:28,565 --> 01:35:34,296
where the rules could be applied to the learning, to the
needs and to the opinions of the children.
1152
01:35:34,744 --> 01:35:39,345
To achieve this, it is essential we re-think the
power structures in schools.
1153
01:35:40,250 --> 01:35:46,636
There should be no power structure at all,
there should be an active authority,
1154
01:35:47,145 --> 01:35:52,033
administrative, functional, organizational, yes,
but not a power structure.
1155
01:35:52,641 --> 01:35:57,270
When you dare to question that inherent authority
1156
01:35:59,362 --> 01:36:05,893
you can become a better conductor of the whole process.
1157
01:36:06,052 --> 01:36:07,915
Occasionally we ask their opinion
1158
01:36:08,836 --> 01:36:13,073
but, to be honest, are we really going to take
that opinion into consideration?
1159
01:36:13,723 --> 01:36:18,729
I'd say "doing it together". We have an issue so we say
"Right, let's look at this together"
1160
01:36:19,284 --> 01:36:26,405
- What do you think?", "No. Let's look at it together, let's not approach
it with my idea/your idea separately."
1161
01:36:26,774 --> 01:36:29,293
Everything in nature exists through cooperation.
1162
01:36:30,752 --> 01:36:34,116
Organisms that cooperate with others are the ones
who survive the most.
1163
01:36:34,586 --> 01:36:38,710
Those that think they can exist on their own
don't survive at all.
1164
01:36:40,970 --> 01:36:45,822
Therefore, what's very important is how we begin to
create better citizens at school.
1165
01:36:46,168 --> 01:36:52,235
The concept of participation should be learned in the classroom,
because afterwards is too late.
1166
01:36:52,518 --> 01:36:58,520
For it is they themselves who, through conversations or
dialogues which are generated by the group itself,
1167
01:36:58,739 --> 01:37:01,442
get to realise what is the absolute minimum needed
1168
01:37:01,645 --> 01:37:05,509
to be able to coexist in that community.
1169
01:37:05,837 --> 01:37:09,973
The coordinator would be the one to make sure
the curriculum is complied with
1170
01:37:10,125 --> 01:37:14,354
but all the small stuff inside that curriculum
is chosen by all of us.
1171
01:37:14,513 --> 01:37:18,197
Children must learn to work in groups, to listen to others,
1172
01:37:18,505 --> 01:37:22,550
to accept different ideas even when they disagree.
And not to be forceful,
1173
01:37:24,046 --> 01:37:28,573
to be able to resolve conflicts, to make
group decisions, to agree...
1174
01:37:28,820 --> 01:37:35,176
I think that when children feel secure and respected by others,
and are in a harmonious and balanced environment,
1175
01:37:36,288 --> 01:37:39,575
they generally don't try to go beyond limits.
1176
01:37:39,675 --> 01:37:43,671
especially when said limits have been originated
by themselves as a community.
1177
01:37:46,108 --> 01:37:50,985
For instance, if there is a problem, we hold assembly.
There they discuss the issue,
1178
01:37:51,876 --> 01:37:58,018
but the discussion is not whether the problem is against the rules,
what is right and what is wrong.
1179
01:37:58,306 --> 01:38:04,279
They discuss the action itself, sustainability, interrelationship.
1180
01:38:04,614 --> 01:38:08,242
There are also moments during the day in which
they hold meetings, assemblies,
1181
01:38:08,916 --> 01:38:13,778
whatever you choose to call them, in which they make
a series of decisions collectively. In which
1182
01:38:14,374 --> 01:38:18,396
the children who are mature enough, and wish to take part,
participate.
1183
01:38:18,953 --> 01:38:24,103
And in assembly the facilitators don't have a vote. The children
have a voice and vote, we only have a voice.
1184
01:38:24,523 --> 01:38:27,258
So we do participate in the assembly,
but it is they who decide.
1185
01:38:28,048 --> 01:38:32,477
Some experiences form student governments
with very complex structures,
1186
01:38:33,202 --> 01:38:35,615
others hold weekly assemblies since primary school,
1187
01:38:36,036 --> 01:38:40,142
and even debating meetings to address
the needs and conflicts that arise.
1188
01:38:40,825 --> 01:38:45,728
In all of them, the children make decisions about their reality,
the rules, the way they dress,
1189
01:38:45,949 --> 01:38:50,094
the roles that they assign to each other, educational
proposals, curriculum projects,
1190
01:38:50,501 --> 01:38:54,150
and in some cases they even decide who will
make up the group of teachers ...
1191
01:38:54,449 --> 01:39:01,315
This is to lose fear, to dare to balance the scales
a little more, and thus believe that
1192
01:39:01,535 --> 01:39:04,799
children and adolescents have a lot to say.
1193
01:39:05,581 --> 01:39:11,824
Everything takes place in a sort of chaos, and yet
that chaos is a constructive one,
1194
01:39:11,924 --> 01:39:16,167
where people maintain a good connection, shall we say,
amongst themselves.
1195
01:39:16,874 --> 01:39:21,752
We work in circles, sitting on cushions or
carpets on the floor,
1196
01:39:22,219 --> 01:39:28,710
copying the singing and dancing circles of ancient times,
which are spaces where everyone is equal,
1197
01:39:28,810 --> 01:39:32,537
equally distanced, and where we can all see each other.
1198
01:39:32,637 --> 01:39:36,566
Here the children discuss every learning objective,
1199
01:39:37,066 --> 01:39:39,836
debating them alone, in pairs or in groups.
1200
01:39:40,631 --> 01:39:42,926
They learn to help and take care of each other,
1201
01:39:44,337 --> 01:39:46,154
as a way of life.
1202
01:39:49,830 --> 01:39:57,239
When two children have a quarrel, it's: "Now let's see. This happened
to him. What part did you play here?"
1203
01:39:57,492 --> 01:40:01,158
It's like admiting that one also has a part
to play in a relationship.
1204
01:40:01,655 --> 01:40:06,129
Mediate so that they themselves can do the job
and that each one be
1205
01:40:06,522 --> 01:40:09,242
responsible for their own part in the conflict.
1206
01:40:09,342 --> 01:40:14,898
To understand that he believes himself to be right,
just as much as I do.
1207
01:40:16,298 --> 01:40:19,232
And then, well, how to understand each other.
1208
01:40:19,332 --> 01:40:24,670
He will be someone who will propitiate
conversations, interchange, and
1209
01:40:24,770 --> 01:40:31,122
warmth towards others, one who will build a bond that
will be useful to them both, for life.
1210
01:40:31,883 --> 01:40:35,648
A great portion of these experiences, either in
or out of school,
1211
01:40:35,773 --> 01:40:40,118
are forced to take place outside the system, as they
are denied and excluded by it.
1212
01:40:40,771 --> 01:40:45,148
In some cases, the children can turn in
open exams to justify their learning,
1213
01:40:45,347 --> 01:40:49,177
but in others, they aren't allowed to obtain
any validation of their knowledge.
1214
01:40:50,088 --> 01:40:53,547
Is it really necessary that a mere paper
should state what we know?
1215
01:40:54,061 --> 01:40:58,018
Is a degree proof that we have completed
our education successfully?
1216
01:40:58,706 --> 01:41:02,151
Does a complete or successful education exist?
1217
01:41:03,573 --> 01:41:08,613
It has nothing to do with learning that
two plus two equals four,
1218
01:41:09,159 --> 01:41:13,654
it has to do with being able to discover your true vocation
your mission in life.
1219
01:41:13,754 --> 01:41:20,019
Once you are sure of this, you can close your eyes, take a deep breath,
and you simply know which way to go.
1220
01:41:20,119 --> 01:41:25,265
Education never ends because the essence
of new education is self-education.
1221
01:41:25,365 --> 01:41:29,081
And the end-game is that the student
becomes his own teacher.
1222
01:41:29,181 --> 01:41:32,039
He learns from and for himself.
1223
01:41:32,139 --> 01:41:38,499
And he also learns from the outside world. Education becomes
a constant flow between outside and inside.
1224
01:41:38,787 --> 01:41:43,089
The pupil isn't simply someone who receives,
he also becomes a source.
1225
01:41:44,646 --> 01:41:48,303
Therefore, that idea that was drummed into us at school,
1226
01:41:48,403 --> 01:41:52,438
"study so that you obtain something, so that you
become someone in life",
1227
01:41:53,356 --> 01:41:58,233
"study so as to gain promotion",
1228
01:41:58,551 --> 01:42:04,833
"education is the only way to achieve social and
economic growth" isn't all that correct.
1229
01:42:05,704 --> 01:42:09,252
A few decades ago, a stream of criticism against
schooling emerged.
1230
01:42:09,643 --> 01:42:14,370
Educators, teachers, sociologists demanded
education outside institutions,
1231
01:42:14,575 --> 01:42:16,696
within family and social environments.
1232
01:42:16,944 --> 01:42:21,578
These opinions gave rise to home schooling,
schooling whithout a school,
1233
01:42:21,820 --> 01:42:25,311
and over time, different forms of self-education
began to develop,
1234
01:42:25,411 --> 01:42:28,936
self-learning networks, and education
between peers.
1235
01:42:29,368 --> 01:42:36,909
We try to teach them through everyday life, they travel with us,
they accompany us to various activities.
1236
01:42:37,009 --> 01:42:42,074
Activities in places normally known as "work places",
where boys and girls are often excluded.
1237
01:42:42,174 --> 01:42:47,231
Advantages that are pretty powerful in terms
of self-discovery,
1238
01:42:47,483 --> 01:42:51,612
and for the recovery of autonomy and self-confidence.
1239
01:42:52,954 --> 01:42:59,686
I see him more confident about what he wants, he explores
a lot more, he studies because he enjoys learning.
1240
01:42:59,918 --> 01:43:04,138
We believe that the kind of education
without a school that we offer,
1241
01:43:04,238 --> 01:43:09,182
could be called collaborative self-learning,
1242
01:43:09,282 --> 01:43:12,824
or self-directed learning, or free learning.
1243
01:43:13,140 --> 01:43:18,623
Of course, there are as many forms of home schooling or
schooling without school as families that practice them.
1244
01:43:19,465 --> 01:43:22,002
From experiences carried out by educators and scholars,
1245
01:43:22,102 --> 01:43:25,929
even with religious families, and inhabitants
of marginal cultures.
1246
01:43:26,850 --> 01:43:32,187
These experiences enrich educational diversity and the
manner in which we understand learning,
1247
01:43:32,805 --> 01:43:37,640
but to achieve this, all forms of education
need to exist, they need to be free.
1248
01:43:39,532 --> 01:43:43,015
I believe you must not force it,
freedom can't be forced,
1249
01:43:43,201 --> 01:43:47,508
but spaces for it can be opened up so that they
are considered acceptable.
1250
01:43:48,268 --> 01:43:52,025
And if half a nation wants state education,
well, they can have it,
1251
01:43:52,125 --> 01:43:56,686
but if the other half wants, I don't know, 30 different
pedagogical methods, so be it.
1252
01:43:56,985 --> 01:44:03,710
A new educational paradigm should be scenarios
where each and every individual
1253
01:44:04,209 --> 01:44:10,967
could detect and experiment with the things
he/she likes, and then work on them.
1254
01:44:11,874 --> 01:44:16,774
Hence my proposal to "unschool" the school,
in other words:
1255
01:44:16,874 --> 01:44:20,535
remove from it everything that is scholarly.
This means that
1256
01:44:20,635 --> 01:44:25,418
we have to remove from the school everything that
prevents students from learning.
1257
01:44:26,720 --> 01:44:29,876
This need not necessarily be done only in schools,
1258
01:44:31,959 --> 01:44:42,479
it could take place in clubs, neighbourhood ones,
neighbourhood organizations, parks.
1259
01:44:42,579 --> 01:44:49,629
In other words, the amount of places where we could put
this into motion is endless.
1260
01:44:52,806 --> 01:44:55,713
- Please! They're teenagers! Give credit where it's due!
1261
01:44:55,827 --> 01:44:59,003
When I was eighteen, I also wanted to
change the world, but it can't be!
1262
01:44:59,159 --> 01:45:02,053
- No, no, no. I don't think it's like that.
1263
01:45:02,150 --> 01:45:04,893
I think that the childrens' criticism is correct.
1264
01:45:05,321 --> 01:45:10,620
They are crtiticising the educational system,
let's not take it personally, please.
1265
01:45:10,704 --> 01:45:12,645
- I have to make a decision.
1266
01:45:12,911 --> 01:45:16,264
Do we let them read the speech or not?
1267
01:45:16,386 --> 01:45:19,718
- Look, Alicia, I think that if you let them,
you'll lose all authority.
1268
01:45:19,815 --> 01:45:22,819
They can't do what they want, they can't!
- Over time children forget.
1269
01:45:22,819 --> 01:45:25,397
I'll speak to them later and explain
why they can't read it.
1270
01:45:25,397 --> 01:45:30,451
-No, that's not it. The point isn't whether
we let them read the text or not.
1271
01:45:30,551 --> 01:45:34,606
I believe that we have to consider if what they are saying
is important or not.
1272
01:45:34,749 --> 01:45:37,585
What they are saying is serious, it's not just anything.
1273
01:45:37,585 --> 01:45:40,184
- I totally agree with you.
1274
01:45:40,184 --> 01:45:44,474
Because we have all read this assignment, and what they
are asking for here
1275
01:45:44,474 --> 01:45:48,701
is a change in education, an evolution.
1276
01:45:48,801 --> 01:45:55,748
I think that if we change our daily attitudes
1277
01:45:55,906 --> 01:45:59,450
the children will take us more seriously.
1278
01:46:00,455 --> 01:46:04,419
And I believe this is an opportunity.
1279
01:46:05,762 --> 01:46:07,445
That dropped into our laps.
1280
01:46:08,862 --> 01:46:14,136
If we can't see it, maybe it's because we're
underestimating them a little.
1281
01:46:14,572 --> 01:46:16,503
The question would be:
1282
01:46:17,460 --> 01:46:21,125
Are we willing to take advantage of this opportunity?
1283
01:46:23,046 --> 01:46:27,045
Are we truly prepared to face such a change?
1284
01:46:32,051 --> 01:46:37,851
"Little by little they shed the false garb they had acquired
at Teacher Training College;
1285
01:46:37,951 --> 01:46:44,461
they softened their voice and their gaze, and they sat down
with the children to talk to them and to listen to them."
1286
01:46:44,561 --> 01:46:49,742
The great teacher won't be giving the master class anymore.
1287
01:46:49,742 --> 01:46:53,905
The teacher is simply accompanying a learning process
1288
01:46:54,590 --> 01:46:57,682
with a group of people who know no more or less than he does.
1289
01:46:57,932 --> 01:47:03,389
The eacher must understand that he is simply a guide,
that he is sowing seeds, he is leading,
1290
01:47:03,871 --> 01:47:10,670
he is offering opportunities and pretexts for the child to explore,
to work, to be motivated and interested.
1291
01:47:10,956 --> 01:47:15,651
Therefore, as I see it, the term education is confusing,
it stems from an arrogant point of view.
1292
01:47:16,085 --> 01:47:19,793
For example, education comes from educere,
educere means to extract.
1293
01:47:20,731 --> 01:47:25,435
If I'm a teacher, I want the child to bring forth something,
to draw out his best,
1294
01:47:25,582 --> 01:47:30,765
but that's arrogant also, because it's a bit violent
for you "to draw out your best",
1295
01:47:31,371 --> 01:47:34,080
that I should draw your best out of you through my education.
1296
01:47:39,083 --> 01:47:45,974
My proposal is to care for instead of educating. And there is only
one way to care for, you either take care of or you don't.
1297
01:47:46,368 --> 01:47:48,480
There are many ways to educate, but not to care for.
1298
01:47:50,973 --> 01:48:00,054
The ability to simply embrace the flow of life
- because this is life, nothing else -
1299
01:48:01,132 --> 01:48:05,607
instead of trying to educate all the time.
1300
01:48:06,787 --> 01:48:11,915
A good beginning might be to give up the hint of omnipotence
that teachers tend to possess
1301
01:48:12,387 --> 01:48:18,843
in believing that they are actually the bearers of something
important to teach to their students.
1302
01:48:19,561 --> 01:48:23,683
Yes, the teacher will have to undergo a humble change,
1303
01:48:25,315 --> 01:48:28,839
and become an observer
1304
01:48:30,809 --> 01:48:35,651
so as to be able to sense each child's process,
whilst taking care
1305
01:48:36,758 --> 01:48:39,709
to not become an obstacle in his way.
1306
01:48:41,214 --> 01:48:44,935
The key isn't only in the materials, resources, methods,
1307
01:48:45,130 --> 01:48:47,483
contents, curricula and schedules,
1308
01:48:48,271 --> 01:48:50,684
but in the form, in the relationship.
1309
01:48:51,791 --> 01:48:57,583
In persons and their outlook on education, their way of
understanding life, childhood and learning.
1310
01:48:59,184 --> 01:49:04,097
We can qualify thousands of teachers, and invest
millions in materials and new methods,
1311
01:49:04,584 --> 01:49:10,733
but the secret is in the way every human being sees
others, what they do and what they are.
1312
01:49:11,685 --> 01:49:16,276
To open up your heart, that which we all have,
and to speak clearly.
1313
01:49:16,417 --> 01:49:21,074
That's all that children need, and from then on
it's simply communication...
1314
01:49:22,491 --> 01:49:27,349
Everything that they recognize in you to be true,
they listen to.
1315
01:49:30,643 --> 01:49:36,765
A teacher that doesn't change his attitude, that doesn't believe in
what he is going to do, will find it hard to obtain good results.
1316
01:49:37,132 --> 01:49:46,287
The basic principle of all change is questioning
what we believe, and that scares us.
1317
01:49:48,056 --> 01:49:51,222
I mean, I can't change if I hang on to what I believe
1318
01:49:53,545 --> 01:49:57,736
and therefore, in a certain sense, or symbolically,
I have to die,
1319
01:49:57,736 --> 01:50:02,257
my outlook on life has to die in order to improve.
1320
01:50:02,357 --> 01:50:06,027
Learning is a continuous transformation,
1321
01:50:06,027 --> 01:50:09,127
and we can hardly accompanyor collaborate
in others' learning,
1322
01:50:09,127 --> 01:50:13,471
if we don't learn ourselves, if we don't
undergo an internal change,
1323
01:50:14,058 --> 01:50:16,940
in our own history, in what determines us.
1324
01:50:23,923 --> 01:50:27,290
And logosophical pedagogy is basedon this,
which is very simple,
1325
01:50:27,642 --> 01:50:31,038
You can't give what you don't have, ergo,
everything we want to teach
1326
01:50:31,138 --> 01:50:35,925
must be backed by one's own experience,
endorsed by one's own life.
1327
01:50:36,200 --> 01:50:40,688
Those who teach come from a repressive education.
1328
01:50:40,788 --> 01:50:45,792
Therefore, teachers don't know how to handle
their own emotions,
1329
01:50:46,182 --> 01:50:48,458
hence, they cannot teach about those emotions.
1330
01:50:49,298 --> 01:50:54,789
The key to this is in the fact that every generation
has a responsibility, a vital one, I think,
1331
01:50:55,143 --> 01:51:00,166
which is to lead an exemplary life, to lead
as integral a life as possible.
1332
01:51:05,074 --> 01:51:12,218
It's as if educators, when they study, become convinced
that education is like that,
1333
01:51:12,560 --> 01:51:17,206
thus they are less capable of questioning education,
1334
01:51:18,223 --> 01:51:22,770
but they aren't happy, they don't have fun
the don't enjoy their work.
1335
01:51:23,384 --> 01:51:30,149
It's really important to begin to pay attention
to what I feel when I'm educating.
1336
01:51:30,972 --> 01:51:36,941
Am I at peace, or do I feel conflicted?
1337
01:51:37,612 --> 01:51:42,643
The change that must occur in teachers, just as with parents, is to
make contact with their own true selves, their own potential,
1338
01:51:42,743 --> 01:51:47,324
to discover their true selves, beyond their beliefs
and the education they have received.
1339
01:51:47,424 --> 01:51:51,581
Therefore, it demands thorough, very thorough, inner searching.
1340
01:51:51,783 --> 01:51:54,939
But above all, it is a journey of self-knowledge.
1341
01:51:55,310 --> 01:51:59,831
To be a teacher a teacher must be in a constant
process of self-development.
1342
01:52:01,530 --> 01:52:03,307
A very profound job
1343
01:52:05,478 --> 01:52:10,294
concerning sensibility, consciousness, harmony,
1344
01:52:11,061 --> 01:52:16,472
and joy, must be carried out to dare to be called a teacher.
1345
01:52:17,804 --> 01:52:24,162
Because if the teacher fears tomorrow, if the teacher
keeps doubting his capabilities,
1346
01:52:25,883 --> 01:52:27,782
he can't guide the child.
1347
01:52:28,522 --> 01:52:35,462
If teaching brings you no joy, you're not educating.
1348
01:52:38,235 --> 01:52:43,714
The teacher must love everything he has
lived through in the past
1349
01:52:44,098 --> 01:52:47,263
so as to be able to turn and transform it.
1350
01:52:49,658 --> 01:52:53,937
When you have established a true connection with the children,
you leave the classrom feeling rejuvenated,
1351
01:52:54,037 --> 01:52:58,906
and rather than leaving school feeling tired,
you do so with heaps of energy.
1352
01:52:59,006 --> 01:53:02,641
There are many people that want to become a teacher
because they want to play,
1353
01:53:02,741 --> 01:53:04,971
because they want to cuddle,
1354
01:53:05,366 --> 01:53:09,054
that want to be a teacher because they want to
learn from the children.
1355
01:53:10,363 --> 01:53:14,570
I think that being a teacher is a privilege, because
1356
01:53:14,670 --> 01:53:18,912
it's like entering a forge every day,and you leave
transformed...
1357
01:53:20,115 --> 01:53:24,393
You have to be very, very blind to not take
this opportunity for growth,
1358
01:53:24,493 --> 01:53:29,012
because this is to be in touch with life itself, it's like
being in touch with nature in its purest state.
1359
01:53:30,047 --> 01:53:36,273
How can a teacher transmit happiness and personal realization
if the system itself sees him as a number?
1360
01:53:37,346 --> 01:53:40,268
What the school does with children,
it also does to the teachers,
1361
01:53:40,981 --> 01:53:46,268
through its rewards and punishments,
ratings, limitations, bureaucracy.
1362
01:53:48,397 --> 01:53:51,133
When we say that children should develop in freedom,
1363
01:53:52,192 --> 01:53:55,231
the teachers must also be free.
1364
01:53:56,064 --> 01:54:00,477
The teacher has a role that must be recuperated.
1365
01:54:01,193 --> 01:54:05,345
Not because the state gives it to him, but because
he takes it.
1366
01:54:07,228 --> 01:54:10,604
In fact, this means that, for example,
this school has no director.
1367
01:54:12,598 --> 01:54:16,060
There's a collegiate direction, we teachers must all agree.
1368
01:54:16,956 --> 01:54:22,276
Nobody is to blame. If a meeting has been rather
fruitless, it's everybody's responsibility,
1369
01:54:22,376 --> 01:54:27,889
because there's no boss, or director, nobody who determines.
1370
01:54:27,989 --> 01:54:31,348
In fact, we meet every day after work
1371
01:54:31,822 --> 01:54:37,248
and we spend one and a half to two hours, sharing
and discussing the day's topics.
1372
01:54:38,105 --> 01:54:43,555
I don't think this experience could hold if it weren't
supported by this work from below, right?
1373
01:54:43,655 --> 01:54:49,453
Not only meetings every morning, but wealso
meet every day at lunchtime
1374
01:54:49,553 --> 01:54:54,802
to talk about the children, to draw up a general review
of the day and of each of the groups,
1375
01:54:55,334 --> 01:54:59,135
or to deal with any particular subject or
situation that crops up.
1376
01:54:59,235 --> 01:55:03,132
The task of educating is so complex,
1377
01:55:04,841 --> 01:55:08,970
that no one person can do it alone,
this is team work.
1378
01:55:11,371 --> 01:55:16,654
A truly democratic form of education trusts the
children to decide about their learning,
1379
01:55:17,299 --> 01:55:20,869
and in the parents's freedom to choose and participate
in their children's education
1380
01:55:21,459 --> 01:55:27,406
and in the teacher's choice as to what path they wish to
take in every classroom, in every school.
1381
01:55:27,406 --> 01:55:31,463
Only then can we be sure that education
responds directly
1382
01:55:31,463 --> 01:55:35,182
to the needs of every person, family and community.
1383
01:55:35,282 --> 01:55:39,809
So there is no magic recipe, no one method
for everybody,
1384
01:55:40,017 --> 01:55:43,838
but as many proposals as there are free
and autonomous experiences.
1385
01:55:45,531 --> 01:55:52,097
Many people, friends, ask me, as a professor,
which is the best school.
1386
01:55:52,520 --> 01:55:53,942
Which is the best model.
1387
01:55:54,890 --> 01:55:59,035
And I simply answer "Look. Where there's love,
there's respect,
1388
01:55:59,563 --> 01:56:03,287
and where there's respect we can create,
because there's dialogue."
1389
01:56:03,594 --> 01:56:08,033
So an institution where one can really love others,
1390
01:56:09,340 --> 01:56:13,660
- and loving means accepting his differences -
where there's love there's respect.
1391
01:56:15,248 --> 01:56:19,987
Many of these pedagogic proposals were iniciated
there, and from there they built
1392
01:56:20,743 --> 01:56:23,999
a very coherent discursivity.
1393
01:56:26,187 --> 01:56:32,467
But in my opinion they committed the mistake which is
much too common in we human beings,
1394
01:56:32,765 --> 01:56:34,686
they believed they'd found the truth.
1395
01:56:35,943 --> 01:56:40,466
The important thing isn't to invent another pedagogy,
and another, and another,
1396
01:56:40,566 --> 01:56:45,804
but to adequate pedagogy to the cultural moment,
to that group of children,
1397
01:56:45,904 --> 01:56:50,866
to that group of teachers. Thus we're
going to enjoy pedagogy.
1398
01:56:51,642 --> 01:56:54,732
He has to follow his instincts,
1399
01:56:57,030 --> 01:57:07,295
and not stick to what he has been doing,
simply so as not to break the inertia.
1400
01:57:09,283 --> 01:57:13,634
Let him forget all he has learned, everything that
was ever said to him and let him
1401
01:57:13,734 --> 01:57:16,733
make contact with his heart. So that every
time he sees a child,
1402
01:57:17,439 --> 01:57:20,257
he should recall being a child himself, and that
what he liked most was to play
1403
01:57:20,357 --> 01:57:24,491
and what he desired most was somebody's smile, and what he
wanted most was somebody to tickle him,
1404
01:57:24,591 --> 01:57:27,791
and to really connect with that human being,
heart to heart.
1405
01:57:27,891 --> 01:57:31,677
I honestly believe that education is a matter of people,
1406
01:57:32,592 --> 01:57:39,225
beyond all pedagogies... it's carried out by a person.
1407
01:57:44,630 --> 01:57:49,274
- Micaela, I had to leave work and come all the way
here for such a stupid thing.
1408
01:57:49,657 --> 01:57:51,097
- It's not stupid to me.
1409
01:57:51,602 --> 01:57:53,132
- I don't know why they called me.
1410
01:57:53,326 --> 01:57:56,746
- I don't know mom, some guys wanted to read
something and they didn't let them.
1411
01:57:57,087 --> 01:57:59,501
- You've passed everything, right?
1412
01:57:59,688 --> 01:58:01,359
- Yes mom.
- Fine.
1413
01:58:01,473 --> 01:58:04,016
- You have to graduate! How do you think
you're going to enter university?
1414
01:58:04,438 --> 01:58:06,729
- And who told you that I want to go to university?
1415
01:58:06,830 --> 01:58:08,868
- Well, Juan, that's it!
1416
01:58:09,030 --> 01:58:12,089
Your future is assured ....
1417
01:58:12,225 --> 01:58:17,883
So, now you can go on holiday, enjoy the beach ...
1418
01:58:20,268 --> 01:58:24,268
"Ideals don't belong in education, because they
impede comprehension of the present.
1419
01:58:24,268 --> 01:58:28,268
There's no doubt that we can only pay attention to the present,
1420
01:58:28,268 --> 01:58:32,268
when we avoid looking to the future."
1421
01:58:32,351 --> 01:58:39,259
Family is everything, it's where we come from,
it's the beginning of everything,
1422
01:58:39,362 --> 01:58:43,819
it's where we feel welcome. Family is really important.
1423
01:58:45,039 --> 01:58:49,571
Systemic pedagogy says that parents are the
protagonists of education,
1424
01:58:49,790 --> 01:58:57,881
so a school that has little contact with the families
is a school that tends to shut itself in,
1425
01:58:58,098 --> 01:59:01,526
and consequently produces relationships and
learning mechanisms
1426
01:59:01,653 --> 01:59:05,655
that are bound to be detached from the
reality of each student.
1427
01:59:05,861 --> 01:59:11,609
Without the involvement of parents and families in general,
there can be no real project.
1428
01:59:15,093 --> 01:59:18,591
The family is not responsible for bad results at school,
as the school rightly says,
1429
01:59:19,205 --> 01:59:23,174
the family is responsible for everything in the life
of the person it is raising.
1430
01:59:25,000 --> 01:59:27,642
It is determinant in the formation of a human being
1431
01:59:28,707 --> 01:59:36,642
because one can elaborate all the necessary work in sensitization,
respect, appreciation towards others,
1432
01:59:36,757 --> 01:59:41,953
but if that child goes home and the father barely sees him,
he disavows him, and when he does recognize him
1433
01:59:42,541 --> 01:59:46,459
it's to tell him off, to yell at him,
to order him about,
1434
01:59:47,710 --> 01:59:49,940
what will that child retain?
1435
01:59:51,711 --> 01:59:55,979
In the past children learnt at home,
working with their parents,
1436
01:59:56,146 --> 01:59:58,478
at their daily chores.
1437
01:59:59,009 --> 02:00:02,236
They learnt everything from sharing with their
parents and with the community.
1438
02:00:03,131 --> 02:00:05,752
Schools had to partner this process.
1439
02:00:06,751 --> 02:00:09,635
But many families have lost this self-confidence,
1440
02:00:10,137 --> 02:00:14,930
confidence in that their own instincts can show them
how to raise and educate a child.
1441
02:00:15,314 --> 02:00:16,819
As we have always done for thousands of years.
1442
02:00:18,578 --> 02:00:23,753
It seems that parents believe that raising
a child is a proffesional activity,
1443
02:00:24,458 --> 02:00:31,301
I mean, that to be capable of raising my own child
I should study, I should exert myself,
1444
02:00:31,840 --> 02:00:36,949
and that since I probably won't do a good job of it anyway,
regardless of how hard I try,
1445
02:00:37,175 --> 02:00:39,686
the best is to hand the child over to a professional,
1446
02:00:39,790 --> 02:00:43,851
to a pedagogue, a pediatrician, a psychologist,
but it's not like that.
1447
02:00:43,962 --> 02:00:46,462
The only ones that can take proper care
of their children are the parents.
1448
02:00:50,375 --> 02:00:56,863
I mean the children ... it's a great opportunity, it's a gift,
honestly it's a gift!
1449
02:00:57,051 --> 02:01:05,881
And it's so sad to see that in the developed world what we do
is to separate them from us.
1450
02:01:06,234 --> 02:01:11,844
We take them to school early. There are mothers and fathers
who see their child for only one hour a day!
1451
02:01:12,663 --> 02:01:19,314
But how on earth can this be? I mean, how can we expect
to produce something beautiful in this way?
1452
02:01:20,340 --> 02:01:23,292
Children need to be with their parents,
1453
02:01:25,665 --> 02:01:31,935
a child establishes a strong relationship with a person,
who is usually his mother,
1454
02:01:32,461 --> 02:01:35,348
and he suffers badly when he is separated
from that person.
1455
02:01:35,949 --> 02:01:41,795
The younger he is, the worse he feels, and even worse still depending
on the length of time he is separated from that person.
1456
02:01:46,488 --> 02:01:51,556
He realises that we have left him secluded away
whilst we ourselves are doing interesting things,
1457
02:01:52,008 --> 02:01:56,489
or we are working and they're locked away there
to prevent them from bothering.
1458
02:01:56,981 --> 02:02:03,254
That's how they feel much of the time, and they don't
understand why they have to learn all that.
1459
02:02:04,785 --> 02:02:11,059
Even first rate nurseries have done nothing good.
1460
02:02:11,320 --> 02:02:15,019
It's one thing to separate a child from it's mother so soon ...
1461
02:02:15,119 --> 02:02:20,584
...what, who, what survey supports this?
There's nothing to support this.
1462
02:02:20,857 --> 02:02:25,461
We should be with our families, schools don't belong there,
1463
02:02:25,674 --> 02:02:28,220
we should be playing with our friends,
1464
02:02:28,470 --> 02:02:32,708
with our gangs of friends, learning all about the world.
1465
02:02:33,751 --> 02:02:38,795
Social pressures, long working hours, the fear
of being excluded,
1466
02:02:39,134 --> 02:02:45,604
oblige us to make daily decisions without stopping to ask
if they're logical or coherent to us,
1467
02:02:45,813 --> 02:02:47,703
without reflecting on how we feel.
1468
02:02:49,436 --> 02:02:55,188
I think that children are the reflexion of the society we live in,
and that if they are well taken care of,
1469
02:02:56,616 --> 02:03:00,989
it shows. But our society doesn't take care of it's children
because it doesn't take care of itself.
1470
02:03:01,556 --> 02:03:03,427
They are our mirror.
1471
02:03:07,054 --> 02:03:13,966
When a child returns home from school, the parents'
question is: What did you do?
1472
02:03:14,450 --> 02:03:17,762
How was everything? What did you learn?
1473
02:03:18,814 --> 02:03:23,405
But the question we never make is:
How did you feel in school today?
1474
02:03:25,419 --> 02:03:31,561
The most revolutionary idea that exists is to
try to make people happy.
1475
02:03:32,174 --> 02:03:36,518
When someone is happy, they want to
share this with others,
1476
02:03:36,732 --> 02:03:41,165
they want to share love with others, and they want to
help and cooperate with others.
1477
02:03:41,391 --> 02:03:44,239
But for this they need to feel good about themselves.
1478
02:03:44,466 --> 02:03:51,236
If I keep telling my son to be happy, to be happy,
but I myself feel resentful
1479
02:03:51,757 --> 02:03:53,926
because my parents didn't teach me this,
1480
02:03:54,325 --> 02:03:58,317
my son will never really learn what happiness is
1481
02:03:58,658 --> 02:04:00,680
because I won't be exemplifying it.
1482
02:04:03,873 --> 02:04:06,433
When does one feel well with oneself?
1483
02:04:07,976 --> 02:04:14,253
A person is satisfied with who he is when he is able to
look at his father and mother,
1484
02:04:14,490 --> 02:04:20,919
and say, "Yes, this is my father and this is my mother, and despite
everything that has happened I'm at peace with my past.
1485
02:04:21,548 --> 02:04:25,223
I'm not against anything, I don't need to support nor to
demonstrate anything to anyboby,
1486
02:04:25,458 --> 02:04:28,580
I don't need to build any kind of false identity,
1487
02:04:28,779 --> 02:04:32,147
I'm a teacher, I'm a psychologist, I'm whatever.
No. I simply am."
1488
02:04:35,131 --> 02:04:38,968
They need to try to remember the child they once were,
1489
02:04:40,142 --> 02:04:46,584
and to remember that what was most important for them
was to see unconditional love in their parents' eyes,
1490
02:04:47,325 --> 02:04:48,881
total acceptance,
1491
02:04:58,469 --> 02:05:04,653
and that they observe their own children with curiosity
and with perception,
1492
02:05:11,900 --> 02:05:14,907
not only discovering the child himself, but also
1493
02:05:15,257 --> 02:05:19,878
the world through the child's eyes and hands.
1494
02:05:28,552 --> 02:05:34,246
I think that that is how we find authentic
maternity and paternity.
1495
02:05:36,706 --> 02:05:43,917
So I'd tell them to really look at their offspring
and if they don't have any, at other children,
1496
02:05:44,946 --> 02:05:48,112
to observe children from the heart for a while,
1497
02:05:49,041 --> 02:05:51,611
and that's enough... to decide...
1498
02:05:55,033 --> 02:05:59,501
Pay him as much attention as possible, play and
romp with him,
1499
02:05:59,632 --> 02:06:03,477
share as much as you can with him, let him
participate in your tasks,
1500
02:06:03,589 --> 02:06:07,057
let him learn about the household,
but at his pace, and as a game.
1501
02:06:09,727 --> 02:06:14,057
No matter how many good methods we have,
essentially the child needs love,
1502
02:06:14,346 --> 02:06:19,705
proximity, feeling cared for and protected,
the younger he is, the more protected.
1503
02:06:21,502 --> 02:06:25,734
Thus he himself can protect and take care
of others later on.
1504
02:06:26,341 --> 02:06:29,509
I mean, first of all he has to be attached
so as to become detached.
1505
02:06:32,456 --> 02:06:35,653
I think that mothers and fathers,
1506
02:06:37,778 --> 02:06:42,794
are going back to being the educators that we
were at some moment.
1507
02:06:43,798 --> 02:06:48,425
Rather than dumping your child in a place where
it seems he will be educated,
1508
02:06:48,822 --> 02:06:53,216
we are saying : "Let's see. No, wait.
I don't accept this."
1509
02:06:54,611 --> 02:06:58,489
Besides, I believe it should emerge from there,
it won't come from the authorities,
1510
02:06:58,614 --> 02:07:06,582
this is something that, on a personal level, you
simply have to work at so as to accomplish it.
1511
02:07:08,701 --> 02:07:12,714
Our social, cultural and personal history
has brought us to this moment.
1512
02:07:13,020 --> 02:07:17,627
We embrace and create many objectives and expectations,
which are probably not our own,
1513
02:07:18,080 --> 02:07:19,565
but of the world that surrounds us:
1514
02:07:20,603 --> 02:07:24,625
the best school, the best university, titles,
prestige, money.
1515
02:07:25,338 --> 02:07:27,440
We have forgotten what we are really looking for.
1516
02:07:27,924 --> 02:07:34,234
What are they looking for? Do they want their child
to hold a specific degree? What for?
1517
02:07:34,954 --> 02:07:39,669
Why am I searching for knowledge? What am I looking
for? What kind of knowledge am I seeking?
1518
02:07:40,235 --> 02:07:45,059
Knowledge that will propel the child to success? From
what point of view?
1519
02:07:46,470 --> 02:07:52,740
"My son has to be the way I want", or "he has to accomplish
what I was never able to accomplish".
1520
02:07:53,206 --> 02:07:54,568
All this is too selfish.
1521
02:07:55,405 --> 02:08:00,028
Am I educating them so that they can adapt to the society
they have to live in, which is going to be tough?
1522
02:08:02,287 --> 02:08:07,163
Or am I educating them so that they can discover
what they like, what they don't like,
1523
02:08:07,316 --> 02:08:10,552
and that in their day to day, they should work
on behalf of society?
1524
02:08:10,964 --> 02:08:16,876
Because a child has such a refreshing concept of the world,
he will naturally question mine,
1525
02:08:17,260 --> 02:08:21,810
because everything is new for him.
For him nothing is old.
1526
02:08:22,920 --> 02:08:27,252
Trust your children, they know much more
than you think,
1527
02:08:27,983 --> 02:08:33,354
because sometimes those who limit our children the most
1528
02:08:34,183 --> 02:08:37,529
are we, the parents, and then we suffer the consequences.
1529
02:08:37,866 --> 02:08:42,132
What I'm trying say is that it's so lovely to be able
to care for your child,
1530
02:08:42,540 --> 02:08:48,044
because of all the unexpected, and all the mysterious,
and all of the worries he brings us,
1531
02:08:48,459 --> 02:08:52,377
it's lovely because it's an immense opportunity
for us to grow.
1532
02:08:53,489 --> 02:08:57,934
Let us set free our expectations, and put aside
what the world expects from children,
1533
02:08:58,233 --> 02:09:00,349
what culture expects from every one of us.
1534
02:09:01,919 --> 02:09:03,845
Respect children,
1535
02:09:05,475 --> 02:09:09,191
give them the opportunity to develop
in their own manner,
1536
02:09:09,390 --> 02:09:13,094
not as we adults want or think it should be done,
1537
02:09:13,648 --> 02:09:16,720
but as they can do it.
1538
02:09:18,411 --> 02:09:23,403
The ideals and objectives we have created prevent us
from seeing children as they really are,
1539
02:09:23,832 --> 02:09:28,580
and what it is they need... not tomorrow or
in a few years' time, but today.
1540
02:09:30,584 --> 02:09:38,136
There's only one thing that is really important.
1541
02:09:47,806 --> 02:09:50,837
It's the love we can give children.
1542
02:09:53,014 --> 02:09:55,128
If we want a different society,
1543
02:09:57,769 --> 02:10:00,159
the only thing we really have to do,
1544
02:10:01,300 --> 02:10:05,047
is to love children, and to teach them to love others.
1545
02:10:05,939 --> 02:10:10,516
Knowledge will appear all by itself, worldly
answers turn up on their own,
1546
02:10:11,774 --> 02:10:16,671
but a child who was never loved, will hardly
learn how to love.
1547
02:10:17,984 --> 02:10:22,556
- This is something written by our classmates, to be read
at the end of the year, but they weren't allowed to.
1548
02:10:23,710 --> 02:10:27,179
And I think this is important, so I'd like to read it.
1549
02:10:30,626 --> 02:10:32,537
"Nowadays education is forbidden.
1550
02:10:33,936 --> 02:10:36,848
Very little of what happens in our school
is truly important.
1551
02:10:37,900 --> 02:10:40,868
and what really matters isn't written down anywhere.
1552
02:10:43,600 --> 02:10:44,872
How can we face life?
1553
02:10:46,121 --> 02:10:47,626
How do we deal with difficulties?
1554
02:10:48,832 --> 02:10:51,189
We don't know. We weren't taught that."
1555
02:10:52,321 --> 02:10:58,972
"They always talk about education, progress, democracy,
liberty, a better world...
1556
02:10:59,194 --> 02:11:01,463
but none of that happens inside the classroom.
1557
02:11:02,082 --> 02:11:06,558
They teach us to remain separate from each other
and to compete for worthless goals.
1558
02:11:07,452 --> 02:11:08,959
Neither parents nor teachers ever listen to us.
1559
02:11:10,670 --> 02:11:12,386
They never ask our opinions.
1560
02:11:14,411 --> 02:11:18,179
They haven't an inkling of what we feel, what we think,
or what we want to do.
1561
02:11:19,005 --> 02:11:21,866
Wouldn't it be great if we were to choose to go to
school every day?
1562
02:11:23,626 --> 02:11:25,338
Our own choice, not our parents'.
1563
02:11:26,599 --> 02:11:30,859
That the school be a beautiful place, to be enjoyed,
to play in, to feel free in,
1564
02:11:32,217 --> 02:11:34,935
in which to choose what to learn
and how to learn it."
1565
02:11:35,684 --> 02:11:39,562
There's a host of experiments that have dared
to transform school structures.
1566
02:11:40,030 --> 02:11:43,684
Educators who have dared to think of schooling
from a different perspective.
1567
02:11:44,902 --> 02:11:47,315
Many of them have become formal methods,
1568
02:11:48,069 --> 02:11:50,893
others are functioning within communityand
public spaces,
1569
02:11:51,209 --> 02:11:54,251
some have chosen to continue with the
experiment privately
1570
02:11:55,063 --> 02:11:58,498
and many others do it within public school
classrooms.
1571
02:11:59,945 --> 02:12:03,945
These examples are living proof that
traditional school systems
1572
02:12:03,945 --> 02:12:06,557
can be reinterpreted and altered.
1573
02:12:06,657 --> 02:12:09,094
There are experiments in all classes and social groups
1574
02:12:09,399 --> 02:12:11,928
where there are educators intending to change.
1575
02:12:12,675 --> 02:12:19,301
Active Education, Popular, Libertarian, Cooperative,
Free, Ecological, Democratic, Holistic
1576
02:12:19,697 --> 02:12:22,844
Ethnic, Education without School, Home Schooling ....
1577
02:12:24,057 --> 02:12:30,005
To a greater or lesser extent, all these experiments
look to learning as a continuum,
1578
02:12:30,456 --> 02:12:35,917
as a living interchange between the individual, his peers,
his environment and his community.
1579
02:12:36,444 --> 02:12:38,158
A living education...
1580
02:12:38,763 --> 02:12:40,869
"Teach us that things can be different.
1581
02:12:42,771 --> 02:12:44,496
That's the example you must give us.
1582
02:12:45,596 --> 02:12:47,643
Your expectations are your own, not ours.
1583
02:12:48,777 --> 02:12:51,186
And unless you change them, we'll continue failing."
1584
02:12:53,257 --> 02:12:56,556
This film sets forth only some of the ideas
we came across.
1585
02:12:56,880 --> 02:13:02,119
We visited some of the many experiments taking place,
and we only got to know a few of them in depth.
1586
02:13:05,195 --> 02:13:08,433
The one and only method doesn't exist, the best
example doesn't exist,
1587
02:13:09,104 --> 02:13:14,051
but true diversity exists when we respect and experience
that diversity in all its dimensions.
1588
02:13:14,720 --> 02:13:20,237
All these experiences are valuable because they're the result
of what some people dedicated their lives to learning.
1589
02:13:21,169 --> 02:13:27,180
There are disagreements and coincidences, but there's no doubt
that they all contribute to the improvement of education.
1590
02:13:31,063 --> 02:13:33,690
We need their ideas and practices to see the light,
1591
02:13:34,229 --> 02:13:38,380
we need to know their contributions, their stories,
their strong points and their limitations.
1592
02:13:39,197 --> 02:13:44,650
To share resources, exchange points of view and
build a new educational paradigm together.
1593
02:13:47,403 --> 02:13:48,695
"Because of all this, we say ENOUGH!
1594
02:13:51,076 --> 02:13:52,570
Stop deciding for us,
1595
02:13:55,075 --> 02:13:57,551
stop rating us, stop imposing on us.
1596
02:13:59,092 --> 02:14:03,042
Neither Science, nor exams, nor degrees
can define us."
1597
02:14:03,626 --> 02:14:07,545
- That's why we are here, to discuss and to
share our ideas.
1598
02:14:07,942 --> 02:14:10,100
- To learn that things can change.
1599
02:14:10,266 --> 02:14:14,044
"We are going to decide what we want to be,
to do, to feel or to think.
1600
02:14:15,569 --> 02:14:20,331
Today, more than ever, resources exist so that these
experiments can multiply and diversify.
1601
02:14:21,264 --> 02:14:24,247
Schools and education could reunite once again,
1602
02:14:25,095 --> 02:14:28,062
in a place built and managed by
the entire community,
1603
02:14:28,537 --> 02:14:31,667
and that answers to the needs of the people
and their environment.
1604
02:14:33,031 --> 02:14:34,904
"We believe that education is forbidden.
1605
02:14:35,228 --> 02:14:40,137
Not because of the families, not because of the
children, not because of the teachers."
1606
02:14:41,865 --> 02:14:43,214
We all forbid Education.
1607
02:14:44,200 --> 02:14:48,100
Every time you choose to look the other way
instead of choosing to listen.
1608
02:14:48,108 --> 02:14:52,400
Every time we select the final goal,
instead of the path.
1609
02:14:52,409 --> 02:14:56,919
Every time we leave everything the same,
instead of trying something new.
1610
02:14:58,086 --> 02:15:03,438
This movie is an invitation to meet with education
beyond the school walls we know so well,
1611
02:15:03,710 --> 02:15:06,151
an invitation to think about other forms of learning,
1612
02:15:06,465 --> 02:15:10,822
to talk and debate about scholastic and
educational practices.
1613
02:15:11,375 --> 02:15:12,299
- Whether you're a teacher.
1614
02:15:13,154 --> 02:15:13,954
- Whether you're a student.
1615
02:15:14,512 --> 02:15:19,132
- Whether you're a parent; whoever you are, help us.
1616
02:15:19,550 --> 02:15:20,867
- Education must move forward.
1617
02:15:21,806 --> 02:15:22,682
- It must grow.
1618
02:15:23,135 --> 02:15:24,331
- It must change.
1619
02:15:26,568 --> 02:15:30,350
To meet with others, to get to know and
to probe their experiences,
1620
02:15:30,744 --> 02:15:34,186
to exchange ideas and make them come true.
1621
02:15:36,831 --> 02:15:41,065
This is our proposal and it begins today.
1622
02:15:46,100 --> 02:15:47,100
JOIN REEVO
Red de Educación Viva
1623
02:15:47,101 --> 02:15:51,300
ENCOUNTER, INTERCHANGE, ACTION
1624
02:15:53,101 --> 02:15:59,300
English subtitle's credits:
educacionprohibida.com/creditos#sub-en